Académique Documents
Professionnel Documents
Culture Documents
Teachers Book
6. My day Culture and Whats the time? Its Time: oclock, half past,
civilization I (have breakfast) (in the quarter past, quarter to
Page 190 morning).
Parts of the day: breakfast time
Prepositions: at, on
bedtime, morning, afternoon,
Dinner is at eight. Dont be evening, night
late! Dark, light
7. Animals Living things What do we get from ? Animals: cow, sheep, pig,
We get from chicken, horse, donkey, bees
on the farm What do (cows) eat?
Animal products: milk, butter,
Bees can
Page 222 meat, cheese, eggs, yoghurt,
Eat it up! Its good for you! honey, wool, leather
8. Transport Tools and How do you come to school Transport: plane, train, bus,
machines / go home? ferry, airport, bus stop, station,
Page 254 I come to school (by car) port, road
I dont...
Verbs: walk, go by (car), on foot
Cross the road!
Zebra crossing, traffic light,
Stop the train! Danger!
green /red man
Festivals
Halloween Page 286 Christmas Page 290 Easter Page 298
house
shop
playgroun
stree
Lesson
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518836
Multi-ROM 2
Songs Stories
1.1 The school song 1.9 In the library
1.2 The tree song 1.10 Flos new autumn hat
1.3 The I can do it song 1.11 The Christmas song
1.4 The building song 1.12 A river adventure
1.5 The five a day song 1.13 Smiley is a fussy eater
1.6 The days of the week song 1.14 The cuckoo clock
1.7 The buzzy bee song 1.15 Dotty feeds the animals
1.8 The cross the road song 1.16 The Twiggles and
the train
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5 Colour the picture frames;
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7
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Lesson 6
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8 Sing The school song; then
Ident ifying scho ol activ ities. Lesson 6
CLIL Objective:
7 Find the word s and match them with
10 14/1/09 13:09:17
the pictures.
8 Draw you and a friend
10
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CLIL Objective
Recognising characters. Transcript
Curricular link: Social Science Track 1.1 The hello song
See page 21.
Language Objectives
Structures: Hello! Im (Flo). Whats your name? How Optional Activity Book
are you? Im fine.
exercises
Resources: CD See page 21.
18
1
2
I Flo. I Stretc.
I Smile. I Dott.
Lesson 1
1 Sing The hello song; then trace over the words.
CLIL Objective: Recognising characters.
2
183436 _ 0002-0004.indd 2 29/4/09 16:30:36
Hello! I .
6 2
Hello! I .
Hello! I .
7 3
8 Lesson 1
4
1 Draw yourself and write your name in your book and in the books of three friends.
Talk about the friends in your book.
2
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Resources
Teachers Resource Book
Diagnostic Test, pages 67 and 68.
See Transcript Track 2.30
21
CLIL Objective
Transcript
Sequencing numbers from 1 to 100.
Track 1.2 The number chant
Curricular link: Maths
See page 25.
Language Objectives
Optional Activity Book
Vocabulary: numbers from 1 to 100
exercises
Resources: CD See page 25.
NUMBERS
Presentation
Say: Today we are going to remember the numbers and Practice
learn to count to a hundred!
Divide the board into two parts so you can revise the Walk around the classroom touching the children on the
numbers from 1 to 20. Write the numbers from 1 to 20 on head and counting from 1 to 100: 10, 20, 30 100, and
each side and count as you write. The children count with tell the children whose heads you have touched to stand
you as you write. up. At the end, there will be ten children standing up. Ask:
Divide the class into two groups. Call out a number and tell Who is number ten? Tell the children to call out their
a member from each group to run to the board to rub off numbers in sequence.
the number. The first child to rub off the correct number
and run back to their group is the winner. Collect the childrens books and correct their work.
Write the numbers from 1 to 20 in a row across the top of
the board. Then, write the number 30 under the number
13, the number 40 under number 14 and so on.
Point to the pairs of numbers and say them out loud,
highlighting the difference between thirteen and thirty,
fourteen and forty, and so on.
Say: Lets do the number chant.
Write the numbers 10, 20 100 on the board at random.
Play Track 1.2. Join in with the chant and point to the
numbers as you chant.
Play Track 1.2 again. The children join in with the chant.
22
I Stretc.
10 20 30 40 50 60 70 80 90 100
100 90 80 70 60 50 40 30 20 10
Lesson 2
2 Say The number chant and point; then write the numbers in sequence.
CLIL Objective: Sequencing numbers: 1-100.
3
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12 15
17 14
Lesson 2
2 Draw a circle around ten sticks in each sack. Count the remaining sticks and write the number in
the box.
3
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Lets play!
Number race
Divide the board into two parts. Write tens
from 10 to 100 on both sides of the board.
Divide the class into two teams and assign
a half of the board to each team.
Give one child from each team a piece of
chalk. Then, say a number and tell the two
children to circle the corresponding
number on their teams side of the board.
The first child to circle the number gets a
point for their team. Continue until all the
numbers have been circled.
25
SCHOOL THINGS
Presentation Optional Activity Book
Say: Today we are going to remember the names of the
things we need for school, and learn some new things.
exercises
Hold up the pencil case and ask: Whats this? See page 29.
SS: A pencil case. Tell the children to hold up their pencil
cases.
Then, say: Guess what Ive got in my pencil case. Tell the
children to call out suggestions. Take out the objects they
guess correctly, name them and place them on your table.
Each time ask: Has anyone got a (ruler)? Tell the children to Practice
take out the items that are the same as the ones you hold Play Whats missing? Place all the objects from your pencil
up. They name them with you. The children should put case on the table in front of you. Tell the chidren to close
these items on their desks. their eyes while you remove an object. Ask: Whats
Finally, take out any items that they havent named and missing? SS: The (pencil)! Repeat several times with
repeat the procedure. Ask the children questions: What different objects.
colour is your (ruler)? How many (felt-tips) have you got? Ask a child to come to the front and add another object (a
different one), while the rest of the class close their eyes.
Ask: Whats new? Repeat until you have five new objects
on the table and then play Whats missing? again.
Remove all the objects from the table and ask the children
to write or draw the nine original items (including the pencil
case) from memory. The first child to finish shouts Stop!
Check their list by naming the objects out loud.
26
4 Iv go re penci
i> m penci cas.
Lesson 3
3 Tick the objects and draw; then make a cover and glue it in place.
4 Talk about the objects in your pencil case.
CLIL Objective: Identifying the equipment needed for school.
4
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1
Lesson 3
5
3 Match the pictures with the words.
4
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6 2
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UNIT 0 LESSON 3 OPTIONS
Activity Book
Page 4, Activity 3
Say: Open your Activity Books at page 4.
Look at Activity 3.
Point to the words in the snake and ask: Can anybody
read these words out loud?
Tell the children to match the words with the pictures.
Lets play!
IT
Ask a volunteer to be IT and to turn
around with their back to the class. Pass
an object around the class, a red pencil
case, for example. Tell IT that they have to
say STOP at any given moment. Then, IT
has three guesses to say who has the
object. Then, let other children have a
turn. Play several times, letting other
children have a turn at being IT.
29
30
1 2 3
Lesson 1
1 Listen and use different colours to draw lines and join the children in the same group.
CLIL Objective: Recognising the start of a school day.
5
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1
1
Yea
Classroo
Lesson 1
1 Write the name of your school, your year and your classroom; then complete the picture
of your teacher and write your teacher's name.
5
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Whats different?
Teacher: Good morning! Good morning!
Put some flashcards in a row on the Year 3 stand in line.
board. Then, tell the children to close their
Children: Were in Year 3.
eyes while you change the position of two
flashcards. The children open their eyes Children: Were in Year 3.
and tell you which flashcards are in a Children: Good morning, Mrs Vine!
different place.
Track 1.4 Activity
33
34
31
41
5
3
Wher
classroo 1?
5Nex
1 to th
cantee>.
Lesson 2
2 Listen and glue the pop-outs in place.
3 Talk about the school.
CLIL Objective: Identifying the places in a school.
61
6
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3 Classroo 1 i nex to th gy .
5 Th gy i nex to classroo 3 .
Classroom Classroom
3 2
Lesson 2
2 Read the picture sentences; then label the diagram.
6
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Lets play!
What comes next?
Read out a sentence, for example: The
library is next to classroom 2.
Tell the children that you are going to read
the sentence again and that you are going
to stop at different places in the sentence.
When you do this, the children have to
provide the word that follows on from the
place where you stopped. For example,
The... is next to... 2.
Resources
Multi-ROM
Unit 1, Activity 1
DVD
Unit 1, Real Kids
Unit 1, DVD, worksheet, page 9
37
38
01
5 Knoc, knoc
o> th doo.
Wha i> th
blu roo?
11
Ther tabl an
ther ar two benche. I th cantee>.
Lesson 3
21
4 Listen and point to the room; then answer the question Which room is it?
5 Colour the picture frames; then play the game Knock, knock!
CLIL Objective: Recognising the function of a room by the objects in it.
7
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Model answer
10
3
o 1 . boar rop chai ma
benc tabl bookshelve
compute tra
rar .
ntee> .
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tabl
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rop
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Lesson 3
3 Copy the words into the word map.
7
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Resources
Multi-ROM
Unit 1, Activity 2
Teachers Resource Book
Extension worksheet 2, page 24
41
2 3
9 13
4 5
Lesson 4
14
6 Listen to the story.
CLIL Objective: Literacy: character recognition.
10 8
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11 15
Lesson 5
7 Listen, repeat and point to the pictures; then match the words with the same sound.
CLIL Objective: Literacy: phonics.
9
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Say: Its story time! Show the children the poster. Ask them
questions to help them predict the story. T: Is this Dottys
classroom? Is this the canteen? SS: No! Its the library.
T: Wheres Dotty? SS: In the library. Point to Dottys book
and say: Its a book of Fairy Tales. Its a very special book!
Transcript
Point to the librarian and say: This is the librarian. Track 1.7
Explain that we must be quiet when were in the library. Story: In the library
T: Shhh! Be quiet in the library. See page 47.
Say: Lets listen to the story.
Play Track 1.7. Enact the story using the pop-outs and the
poster. As the pop-out items are named show them to the
Optional Activity Book
class. Point to the characters as they speak. Add mime exercises
and facial gestures to support meaning. See page 47.
Ask four children to come to the poster and give them
each a pop-out. Play Track 1.7 again. Children enact the
story using the pop-outs. Encourage all the children to join
in.
Practice
Divide the class into groups of eight. Assign a child to be
Dotty in each group. The other children in each group are
Flo, the librarian and the characters from the book.
Play Track 1.7. Children raise a hand when they hear their
part of the story.
Play Track 1.7 again. Children join in with their lines except
the children who are the characters, who mime placing the
wig, the hat and the mat in the correct place. Encourage
the children to add facial gestures in order to model
suitable expressions.
44
45
4witc1 ca
pig 01
51 11
6
ma ha
wig
Lesson 4
61
4 Match the pictures; then trace over the words. 21
8
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Picture 6
Librarian: What is it?
Dotty: Theres a cat in a wig. And there are three fat pigs.
And theres a witch under my chair.
Librarian: Oh no, there isnt! Theres nothing there.
Dotty: But, but
Resources Librarian: Be quiet in the library!
Multi-ROM Picture 7
Unit 1, Story
Narrator: Dotty is very confused and so is Flo. They cant
understand it.
Flo: Where are the three pigs, Dotty?
Dotty: I dont know.
Flo: And where is the witch and where is the cat?
Transcript
Dotty: I dont know. Is it a magic book, Flo?
Track 1.7 Flo: Lets have a look.
Story: In the library
Picture 8
Picture 1 Narrator: Flo and Dotty look around the library.
Narrator: Dotty is in the library. Flo: Look, Dotty. Theres a hat under the chair and theres
Dotty: Wow! What a big book and what pretty pictures. a mat, as well.
Librarian: Sit down, Dotty, and read the book. Dotty: And look! Theres a wig on the bookshelf.
Dotty: I like fairy tales. Flo & Dotty: So, it is a magic book.
47
1 1i>
6
I> Dott book, ther witch
hat an cat
21 Lesson 5
5 Complete the words with the letters a or i.
6 Complete the sentence.
9
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Activity Book
Page 9, Activity 5
Resources
Say: Open your Activity Books at page 9. Look at
Multi-ROM
Unit 1, Phonics
Activity 5.
Write the words hat and sit on the board. Say them as
you write them, putting emphasis on the a sound in hat
and the i sound in sit.
Tell the children to look at the other incomplete words in
the activity. Ask volunteers to choose one of them and
to write it on the board under sit or hat.
Continue until all the words have been classified. Transcript
Then, ask other volunteers to read out the lists of
words. Make sure they pronounce the sounds correctly. Track 1.8 Phonics
Tell the children to complete the words in their book.
a a a cat
Page 9, Activity 6
a a a mat
Tell the children to look at Activity 6. Point to the picture a a a hat
of the witch in the sentence. Ask: Whats this? pointing
i i i pig
to the word witch at the same time. Tell the children to
complete the sentence, using the pictures to help them. i i i big
Ask a volunteer to read the complete sentence for the i i i wig
class.
Lets play!
Find your family
Choose flashcards or pop-outs that
illustrate the words with the same central
sound, for example: pig, big, pink; cat,
black, dad. Hand out the flashcards so
that each child has one. Tell the children to
find classmates who have another card
with the same sound. The children walk
around the classroom saying the word out
loud and form groups with children who
have cards with the same sounds. To
finish off, each group repeats the sound
and says the words for the rest of the
class.
49
CLIL Objective
Identifying school activities.
Transcript
Track 1.9 The school song
Curricular link: Social Science
See page 53.
SCHOOL ACTIVITIES
Presentation
Practice
Say: Today we are going to learn about the things we do at
school.
Continuous assessment
Present the verbs we use to describe actions at school.
Point to the children reading on the poster. Say: Look, we Children can identify school activities.
read at school.
Continue with the other verbs (write, draw, play, sing and talk). Explain to the children that you are going to call out the
Ask volunteers to come to the poster. They point to a picture name of a room in the school and that they are going to
and say (with your help): We (read) at school. mime the activity.
Say: Lets learn a song about what we do at school. T: Library. The children mime reading. T: Playground.
Play Track 1.9, point to the pictures on the poster and mime The children mime playing. T: Classroom. The children
the actions. mime writing or drawing.
Play Track 1.9 again. The children join in and mime the Then explain to the children that they are going to take
actions. turns miming an activity and the other children are going to
say where this activity is usually done. S1 mimes playing
with a ball. SS: We play in the playground. S2 mimes
Work with the book reading. SS: We read in the library. S3 mimes singing.
SS: We sing in the classroom.
Students Book, page 10, Activity 8 Play Track 1.9 again. The children join in and mime the
Say: Open your books at page 10. Look at Activity 8. actions
Hold up your book and point to the first speech bubble.
Read it out loud. Repeat with the other speech bubbles.
Play Track 1.9 again. Children listen and trace the lines on
the page with their fingers to join the speech bubbles to
the correct picture.
Play Track 1.9 again. Children listen and match the
pictures to the speech bubbles.
Ask a volunteer to come to the board to mime one of the
activities. Ask: What do we do at school? SS: We (read) at
school. Continue with the other activities.
50
W sin@.
W rea.
W tal.
W writ. 10
W draw.
W pla.
Lesson 6
8 Sing The school song; then match the speech bubbles with the pictures.
CLIL Objective: Identifying school activities.
10
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drawreadwriteplaysingtal
W a schoo.
Lesson 6
7 Find the words and match them with the pictures.
8 Draw you and a friend doing your favourite school activity; then complete the sentence.
10
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Lets play!
Its mine
Tell the children to choose a key
vocabulary pop-out. Name one of the
pop-outs. Tell the children who have that
pop-out to stand up. They show the pop-
out to the rest of the class and name it.
Continue playing until all the pop-outs
have been named.
Resources
DVD
Unit 1, The school song
Teachers Resource Book
Ready to write worksheet, page 95
53
54
10
I> th cantee>
ther ar fiv table
an te> benche.
Lesson 7
9 Count the equipment in a room at school and make an inventory poster for the door.
10 Use the poster to talk about the room.
CLIL Objective: Making an inventory list.
11
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b
b
b
b
r r
r b
r r r b
r
b b
r b
r
r
r r r
b
r
r r
r r b
b b r
b b b
b
r b r
b
b
Lesson 7
9 Follow the code and colour the picture. What is there in the classroom?
11
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Activity Book
Pgina 11, actividad 9
Say: Open your books at page 11. Look at activity 9.
Point to the colour key. Tell the children to colour the
picture of the class according to the key. Then, ask:
What is there in the classroom?
The children name the things in the classroom.
Lets play!
Mime a word or an action. The children try
to guess the word or action. The child who
guesses correctly can mime the following
word/action. Repeat several times.
Resources
Multi-ROM
Unit 1, Activity 3
Teachers Resource Book
Ready to read worksheet, page 53
57
Objective
Assessment. Optional Activity Book
Curricular link: Social Science exercises
Language objectives: All the language for unit 1 See page 61.
58
librar playgroun
classroo
12
benc bookshelve ma
compute rop boar
Lesson 8
11 Complete the picture with the stickers; then trace over the words.
12 What school areas are these objects in? Colour the squares next to the pictures;
then trace over the words.
Objective: Assessment.
12
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10
I> m classroo...
1 Ther ar 10 table.
Ther ar 22 table.
2 Ther ar 30 chair.
Ther ar 23 chair.
3 Ther i a compute.
4 Ther ar 3 bookshelve.
Ther i bookse.
5 Ther i boar.
11
ca pi@
ma fis
fa si
blac si
ha wi@
Lesson 8
10 Tick ( ) the true sentences; then correct the false sentences.
11 Classify the words.
12
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ASSESSMENT CRITERIA
Lets play! CLIL Objective
Jump Children can recognise places in the school and the
Say a word from one of the flashcards. equipment we use.
Then, show all the flashcards one by one. Children identify activities that take place at school.
When the children see the flashcard that
you have just mentioned, they have to Language Objectives
jump.
Children can name places in the school.
Children can describe what is in a room and count
objects.
Resources
Teachers Resource Book
Unit 1 Test, page 69 y 70
61
62
I sprin@ . I sume .
I autum> . I wine .
Lesson 1
1 Listen and point to the pictures; then complete the sentences.
CLIL Objective: Recognising the changes in nature associated with the seasons.
13
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sprin@ summe
9 13
14
10
autum> winte
11 15
Lesson 1
1 Draw the trees for the seasons of the year; then trace over the words.
13
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12 16
65
66
trun
root
branche
twig
Iv go 19 ring.
I 19 year ol.
Lesson 2
2 Sing The tree song; then match the pictures with the tree.
3 Count the rings and complete the sentences.
CLIL Objective: Understanding the permanent structure of a tree.
14
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31
41
51
Lesson 2
2 Match the pictures.
14
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61
Lets play!
Charades
Mime a word or action. The children try to
guess the word or action. The child who
guesses correctly mimes the following
word or action. Repeat several times.
Resources
DVD
Unit 2, The tree song
Teachers Resource Book
Extension worksheet 1, page 25
69
CLIL Objective
Recognising the changing elements of a tree.
Work with the book
Curricular link: Science
Students Book, page 15, Activity 4
Say: Open your books at page 15. Look at Activity 4.
Language Objectives Tell the children to look at the pictures of the characters.
Ask the children to identify the characters in the picture.
Vocabulary: flower, fruit, leaves (light green, dark Tell the children to find their pop-outs.
green, red), nuts Hold up the student pop-outs and ask: What can you see
Structures: Ive got/I havent got. in this pop-out? SS: Fruit and leaves! T: So, what season is
Resources: CD; poster (side A); flashcards (flower, it? SS: Summer!
fruit, leaves, nuts); poster pop-outs; students pop-outs Say: Were going to listen to Dotty, Stretch, Flo and Smiley
Materials: an autumn leaf, music to play Pass the again.
leaf and slips of paper. Play Track 1.14 again. Stop after each character has
spoken and ask the children to hold up the correct pop-
Preparation: Write the words summer, spring,
out.
autumn and winter on the slips of paper (1 per child)
Play Track 1.14 again. The children glue the pop-outs on
the characters.
Hand out the slips of paper with different seasons on
them.
CHANGING PARTS OF A TREE Students describe themselves following the model in
Track 1.14. The other students have to guess the season.
Presentation
Use side A of the poster and point to the diagram of the
tree. Point to the different elements in the permanent
structure and ask: Whats this?
Show the children the flashcards of the leaves, flowers,
fruit, and nuts. Name the elements as you show them and
place them around the tree.
Point to the tree in winter (use the pop-out) and say: Its Transcript
winter (mime shivering). Ask: Are there any leaves on the Track 1.14 Activity
tree? Point to the flashcard of the leaves. SS: No!
Repeat for: fruit, flowers and nuts See page 73.
Repeat the procedure for the other seasons, each time
pointing to a different tree. Optional Activity Book exercises
Note: Some trees have flowers before leaves but the fruit See page 73.
is always formed after the flowers. You can also explain
that some trees have leaves in the winter. They are
evergreen. Explain that some trees produce fruit and
others produce nuts.
70
Lesson 3
4 Listen and use the pop-outs to dress the characters as trees; then play a guessing game.
CLIL Objective: Recognising the changing elements of a tree.
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1 2
31
3
9
2
T R E E 1
9
5
3
F R U I T B 4O 1
O 4
L R T
O L E A V E S
6 4
W N
E 8
C
8
7
01
T R U N K
U
H
E 51 5
TW I G S
9
S
7 6
11 61
Lesson 3
3 Use the words to complete the crossword.
15
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21
Resources
Multi-ROM
Unit 2, Activity 2
73
2 3
4 5
Lesson 4
5 Listen to the story.
CLIL Objective: Literacy: sequencing.
16
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BUSY
SPARKS
BUSY
SPARKS
Lesson 5
6 Listen, repeat and point to the pictures; then match the words with the same sound.
CLIL Objective: Literacy: phonics.
17
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CLIL Objective
Transcript
Sequencing actions through the movement of the hat.
Track 1.15 Story: Flos new autumn hat
Curricular link: Literacy; Science
See page 79.
Language Objectives
Story language: Ive got... Please, dont do that!
Optional Activity Book exercises
Join-in language: Blow and blow. Now Ive got your
hat. Come on! Up, up you go! Please Wind! Please dont See page 79.
do that! Dont take my new autumn hat!
Resources: CD; poster (side B); story pop-outs
76
77
6 1
4
3
7
2
5
7
5
Lesson 4
4 Draw a line to sequence the pictures.
5 Circle the correct ending to the story.
16
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79
6
41
1 Th i w .
01
2 S o ! Flo! Th i a th o
o th ..
3
5 1
Com o> Flo! u, u you go! 11
Thi i fun.
61 21
s lve f o @ u
o@ Mu @
ubbe o l
Lesson 5
6 Complete the sentences with the letters o, e or u and colour the spot; then read the sentences
out loud.
7 Complete the words with the letters e, o or u.
17
183447 _ 0013-0020.indd 17 29/4/09 17:40:09
Lets play!
Sound hunt
Divide the class into two teams. Assign a
sound to each team. The teams have to
collect objects or flashcards which have
that sound.
Resources
Multi-ROM
Unit 2, Phonics
81
Vocabulary: clothes: skirt, trousers, wellies, T-shirt, Note: the children will probably disagree. Encourage them
shorts, hat, dress, jumper to discuss this.
Structures: Ive got...
The children fill in the chart in their books.
Resources: flashcards (skirt, trousers, wellies, T-shirt,
shorts, hat, dress, jumper)
Materials: a selection of real clothes and a large, black
rubbish bag
Optional Activity Book
CLOTHES AND SEASONS exercises
See page 85.
Presentation
Use the flashcards to remind the children of the clothes
vocabulary they learnt in Level 1. T: What are these?
SS: Wellies. T: Whats this? SS: A hat.
Place the other flashcards up on the board. Point to each
Practice
item of clothing and say: Look! These are (trousers). This is
Continuous assessment
a (dress).
Children can name the clothes.
Note: Trousers and shorts are always plural.
Play Guess the clothes.
Point to one of the flashcards and ask: Whos got a (dress) Put some different clothes in a large bag. Ask the children
on today? The children who have got this item of clothing to put their hands into the bag and to feel a piece of
raise their hands. Then ask: Whos got (trousers) on today? clothing. They have to guess what it is.
The children who have got this item of clothing raise their S1: Its a T-shirt! Tell the child to take the garment out of
hands. the bag to check.
Ask for 2 volunteers to come to the board. Remove two of SS: Yes, its a T-shirt. / No, its a dress.
the flashcards and hand them to the volunteers. Ask: What Repeat with different children.
have you got? S1: Ive got a (skirt). S2: Ive got (trousers).
Do the same with other volunteers.
Collect the childrens books and correct their work.
Work with the book
Note: Tell the children that for the next lesson they need to
Students Book, page 18, Activity 7 bring in things they can collect from outside which are
Say: Open your books at page 18. associated with autumn, such as leaves (different colours),
Tell the children to look at the picture. acorns, twigs, seed pods, nuts, mushrooms, etc. Tell the
Say: Look at Flo. What has she got? SS: A skirt and children to be very careful with mushrooms; they must
trousers. wash their hands after handling them and must NOT eat
Repeat for the other characters. them.
Play the Guessing game. Say: Ive got a dress and a
jumper. Who am I? SS: Dotty.
Repeat for the other characters. The children take turns
describing the clothes and guessing the characters.
82
Iv go...
Iv go...
Iv go skir an
trouser. Who a I? Flo!
Model answer
ha dres
wellie short
h i r tr ouser jumpe
T-s skir
11
I . Iv go
.
Lesson 6
8 Match the labels with the clothes; then trace over the words.
9 Choose a season and draw yourself in your favourite clothes; then complete the sentences.
18
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Activity Book
Page 18, Activity 8
Say: Open your books at page 18. Look at Activity 8.
Ask: What is (Antonio) wearing? The children name all
the items of clothing that their partner is wearing. Tell the
children to describe other classmates clothing. The
children look at the picture of the clothes shop and
match the items of clothing with the corresponding
words. Then, they trace over the words.
Lets play!
Teacher
Divide the class into five groups. Assign the
role of teacher to one of the children in
each group and give them a stick puppet.
Hand out several key vocabulary pop-outs
to each group. Each group revises the
vocabulary using the pop-outs and the
puppets. Continue playing until all the
children in each group have had a chance
to be the teacher.
Resources
Multi-ROM
Unit 2, Activity 3
Sparks DVD
Unit 2, Real Kids
Teachers Resource Book
Unit 2, DVD worksheet, page 10
85
Continuous assessment
Children can name the changing elements in a tree.
Dispay the project
Show the children the poster with the poster pop-outs of Encourage children to come to the front to look at each
the different trees for each season. Point to each picture others work. Ask volunteers to describe their trays and see
and ask the children to name the elements of the tree. Then if the rest of the class can guess which tray it is: Ive got 3
point to the autumn tree and ask: Are there any flowers? red leaves and 1 brown leaf. Ive got 2 nuts, 4 acorns and 2
Are there any leaves? Etc. twigs. SS: That one!
Say: Today were going to make something. Were going to
make an autumn tray.
Show the children the tray you have already made. Remind
them of the names of the different things: leaves, nuts,
twigs.. Name any new items you have included: acorns,
mushrooms, pine cones...
Ask the children to place the things they have brought in on
their desks and ask them to say what they have got:
Ive got a red leaf...
Give children who have forgotten or who only have very few
items some of the items you have brought in.
86
4 5
10
Iv go re leave,
nut, twig an
mushroom o> my
autum> tra.
Lesson 7
9 Make an autumn tray.
10 Talk about your tray.
CLIL Objective: Making and labelling an autumn nature tray.
19
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A chestnu tre
11
9 13
Lesson 7
10 Tick ( ) the things that are made from wood.
14
11 Which leaf is a chestnut leaf? Circle the correct leaf.
10 183447 _ 0013-0020.indd 19
19
29/4/09 17:40:11
11 15
184976 _ 0062-0093.indd 88 12/11/12 11:15
UNIT 2 LESSON 7 OPTIONS
Activity Book
Page 19, Activity 10
Say: Open your books at page 19. Look at activity 10.
Explain that we can make a lot of useful things with the
wood from trees. Ask the children to give you examples
of objects that are made of wood.
Ask: Are (computers) made of wood? They look at the
picture and tick the things that come from trees.
Lets play!
Pelmanism
Tell the children to play in pairs. Hand out
12 key vocabulary pop-outs to each pair
and tell them to place them face down on
their table. Explain that they have to turn
over two of the pop-outs in turns. If the
two pop-outs they turn over are the same,
they keep them. If not, they put the pop-
outs back in the same place. Continue
playing until the children have formed all
the pop-out pairs.
Resources
Teachers Resource Book
Ready to write worksheet, page 96
Extension worksheet 2, page 26
Ready to read worksheet, page 54
89
Objective
Assessment. Optional Activity Book
Curricular link: Science; Social Science
exercises
See page 93.
Language Objectives
All the language for Unit 2.
Resources: poster (side A); flashcards; stickers
Round up
Draw the structure of a tree on the board. Point to the
BUSY MINDS roots and ask: What are these? SS: Roots. Repeat for the
other main elements: trunk, branches, twigs.
Lets remember! Say: Lets imagine its spring. Ask a child to come to the
board to draw the elements associated with spring (some
Say: Today we are going to remember all the work we have leaves and flowers).
done in Unit 2. Do the same for summer and autumn.
Say: Do you remember the tree song? Play Track 1.13.
Sing the song and ask the children to join in. Point to the Collect the childrens books and correct their work.
different parts of the tree on the poster.
Remind the children of the different seasons. Say: Ive got
brown leaves. Which tree am I? SS: Autumn! T: Ive got
green leaves and flowers. Which tree am I? SS: Spring!
Hold up the flashcards and ask the children to identify the
clothes.
Ask: Whats this?/What are these? SS: (Trousers)! Practise
with all the clothes flashcards.
90
nut
flower
branche
leave trun
root
I sprin@ . I autum> .
12
Iv go short Iv go coa
an T-shir. an ha.
I sume . I wine .
Lesson 8
11 Use the stickers to complete the tree. Trace over the words and complete the sentences.
12 Look and complete the sentences.
Objective: Assessment.
20
183436 _ 0013-0020.indd 20 29/4/09 16:33:54
Iv go trouser an coa.
Iv go short an T-shir.
Iv go skir, wellie an jumpe.
Iv go dres an ha.
13
Lesson 8
12 Read the sentences and match them with the characters.
13 Look at the pictures and say the words; then match the pictures with the same sounds.
20
183447 _ 0013-0020.indd 20 29/4/09 17:40:12
ASSESSMENT CRITERIA
CLIL Objectives
Children can recognise the changes in nature
Lets play! associated with the four seasons of the year. They relate
this information to the changes that occur to trees and
Mistake
the different types of clothing to different seasons of the
The children play in pairs or in small year.
groups. One child holds the puppet and
points to a flashcard or object and Language Objectives
deliberately says the wrong word. The
other child has to correct the puppet. The children can name the parts of a tree and the
changes that occur to trees during each season.
They can also name the seasons of the year, and the
types of clothing that are necessary for each season.
Resources
Multi-ROM
Unit 2, Activity 4
Teachers Resource Book
Unit 2, Test, pages 71 and 72
93
Present the main topic. Say: Today we are going to talk See page 97.
about growing up.
Show the children the poster. Point to the giraffes neck
and the numbers. Optional Activity Book
Point to numbers at random and ask the children to count
in 10s from 10 to 100.
exercises
Explain that these numbers represent centimetres. There See page 97.
are 100 centimetres in 1 metre. We use centimetres and
metres to measure how tall we are.
Show the children the pop-outs. Say: Sally is Stretchs
baby sister. Can you find Sally?
Repeat for the other pop-outs: Lola (Dottys sister), Belinda Practice
(Smileys sister), Ben (Smileys brother), Charlie (Flos
brother) and Stretch. Put the sheet of paper with the measuring line on the wall.
Point to the marks on the giraffes neck and say: This is Ask the children to come and be measured.
how tall all the children are. Write their names next to the line indicating their height
Play Track 1.18 and place the pop-outs as they are and say: Stand against the wall! (130) cm. You are tall!
mentioned.
Point to the characters as they speak and add gestures to Collect the childrens books and correct their work.
clarify meaning.
Remove the pop-outs. Ask five children to come to the
poster. Play Track 1.18 again. The children place the pop-
outs.
Repeat with five different children. Play Track 1.18 again.
This time, encourage the children to join in and give them
the pop-outs so that they can place them in the correct
place on the poster.
94
Sh 1 yea ol I 6 year ol
an sh 20 c tal. an I 55 c tal.
I 7 year ol I 11 year ol
an I 99 c tal. an I 75 c tal.
I 9 year ol
an I 70 c tal.
Lesson 1
1 Listen and complete the sentences.
CLIL Objective: Recognising changes as we grow.
21
183436 _ 0021-0028.indd 21 29/4/09 16:42:45
1
2 Childs own drawing
2
I 1 c tall. i c tal
an i c tal.
Lesson 1 3
1 Complete the information about your family.
2 Draw yourself and two of your friends; then write the names and complete the sentences.
21
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97
Language Objectives
Transcript
Vocabulary: read, write, talk, sit, stand, walk, jump,
skip, hop, swim Track 1.19 The I can do it song
Structures: I can (run). Can you (run). No, I cant. Yes, See page 101.
I can. (She) cant (run). Can you do it, too?
Resources: CD; poster (side A); flashcards (action Optional Activity Book exercises
verbs: read, write, talk, sit, stand, walk, jump, skip, hop,
swim, run) See page 101.
Work with the book Collect the childrens books and correct their work.
98
Lesson 2
2 Listen and sing The I can do it song; then listen again and tick the things Sally can do.
CLIL Objective: Recognising that skills develop as we grow.
22
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ru>
4 1rit
w
swi
ho
Childs own answer
51 5
I ca>
.
I ca>
.
Lesson 2
61
3 Match the puzzle pieces and trace over the words; then use the words
to write about yourself.
22
183447 _ 0021-0028.indd 22 29/4/09 17:59:29
Resources
Multi-ROM
Unit 3, Song
Unit 3, Activity 2
101
102
5 1
Childs own answer
I
11
pla .
2
3
51
I
I
pla the
pla .
.
11
Lesson 3
21
4 Use the words to complete the sentences; then read the sentences out loud.
5 Complete the sentences about yourself with can or can't.
23
61 21
183447 _ 0021-0028.indd 23 29/4/09 17:59:30
Lets play!
Jump!
Name a flashcard. Then, show all the
flashcards one by one. When the children
see the flashcard that you named, they
have to jump. Repeat several times with
different flashcards .
Resources
Multi-ROM
Unit 3, Activity 1
105
2 3
4 5
Lesson 4
5 Listen to the story.
CLIL Objective: Literacy: identifying abilities in different characters.
24
183436 _ 0021-0028.indd 24 29/4/09 16:42:51
Ti
La
Fa So
Re Mi
Do
Lesson 5
6 Listen, sing the notes and point to the pictures; then match the words with the same sound.
CLIL Objective: Literacy: phonics.
25
183436 _ 0021-0028.indd 25 29/4/09 16:42:52
CLIL Objective
Literacy: Identify features in different characters.
Curricular link: Literacy; Music Transcript
Track 1.21
Language Objectives Story: The Christmas song
Story language: recorder, drum, piano, guitar. Can See page 111.
you play the (drum)? Are you all ready? Remember!
Thats terrible! Optional Activity Book
Join-in language: Ok Stretch. Thanks! Remember! exercises
Try and try and try again. You can do it if you try!
See page 111.
Resources: CD; poster (side B); story pop-outs (guitar,
drum, recorder).
108
Transcript
PHONICS Track 1.22 Phonics
Show the children the poster and ask: Do you remember Optional Activity Book
the story? exercises
Ask questions about the pictures to help the children
remember the story. Ask: Can Dotty play the guitar? Can See page 113.
she play the recorder? Can Smiley play the recorder? Can
he play the drums? What instrument can Flo play? What
instrument can Stretch play?
Play Track 1.21. Children listen to the story.
Play Track 1.21 again. Children join in with: Try and try
again. You can do it if you try.
109
recorder
piano
guita
3 1 2
Lesson 4
6 Match the puzzle pieces and trace over the words.
7 Number the pictures in the correct order.
24
183447 _ 0021-0028.indd 24 29/4/09 17:59:31
111
coa Flo
rop so
tra snak
cak trai>
Lesson 5
8 Read the words out loud.
9 Look at the pictures, say the words and circle the odd one out.
25
183447 _ 0021-0028.indd 25 29/4/09 17:59:31
Lets play!
Instructions
Explain to the children that they have to
follow the instructions that you are going to
give them. For example: If your name
starts with F, touch your left ear.
Make sure you mention all the letters that
correspond to the first names of all the
children in the class.
Resources
Multi-ROM
Unit 3, Phonics
Teachers Resource Book
Ready to read worksheet, page 55
113
Work with the book Explain to the children that they are going to look at their
classroom and see if they can find any problems for a blind
Students Book, page 26, Activity 7
student or a student in a wheelchair.
Say: Open your books at page 26. Look at the pictures. Hand out the red stickers or sticky notes. Tell the children
When the children have had enough time looking at all the to walk around the classroom, looking carefully at the
pictures, say: Look at Katie! (point at the character in the objects in the classroom. They put a red sticky note or
book). Can Katie see? SS: No, she cant! sticker to indicate a problem.
Say: Look at the library door. Read the notice out loud Some possible examples are: bookshelves, board and
to me. Can Katie read it? SS: No! T: Mmm... thats a poster too high up, narrow aisles, narrow doorways,
problem. obstacles, steps.
T: Look at the messy classroom. Can Katie see the Discuss what you can do to improve the situation.
schoolbags on the floor? SS: No! T: Mmm... thats a
problem, too. Collect the childrens books and correct their work.
114
Hello! I Kati.
letter mess light
classroo
a b c
Hello! I To. 9
Lesson 6
7 Find the solutions to the problems and match the pictures.
CLIL Objective: Recognising that physically impaired people can do many things.
26
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O P Q R S T U
V W X Y Z
11
Lesson 6
10 Use the key to find out what Katie says.
11 Look at the picture and colour the problems for Tom.
26
183447 _ 0021-0028.indd 26 29/4/09 17:59:32
Activity Book
Page 26, Activity 10 Resources
Say: Open your books to page 26. Look at Activity 10.
Multi-ROM
Point to the girl with her dog and explain that she cant
Unit 3, Activity 3
see because she is blind, and thats why she reads using
Braille. The children look at the key. Explain that they Teachers Resource Book
have to discover what Katie is saying in Braille. The Ready to write worksheet, page 97
children decipher the message and they write it in the
speech bubble.
Lets play!
Flash!
Show a flashcard and turn it around really
quickly so the children only see it briefly.
Tell the children to tell you what the
flashcard is. If they dont get it, turn the
flashcard around again, but this time do it
a bit more slowly. Keep doing this until the
children can identify it. Repeat several
times with different flashcards.
117
Language Objectives
Vocabulary: verbs: read, write, talk, sit, stand, walk,
jump, skip, hop, swim, play the (piano), dive, ski,
ice-skate, climb. Optional Activity Book
People: Babies, children, teenagers, adults, elderly exercises
people.
See page 121.
Structures: (Babies) can see but they cant talk.
118
doubl doo
Lesson 7
8 Make posters for different ages.
9 Talk about your poster.
CLIL Objective: Making a poster to show the relationship between age and ability.
27
183436 _ 0021-0028.indd 27 29/4/09 16:42:55
Lesson 7
12 Read and answer the questions with a classmate; then check your answers with the teacher.
27
183447 _ 0021-0028.indd 27 29/4/09 17:59:33
Activity Book
Page 27, Activity 12 Resources
Say: Open your books at page 27. Look at Activity 12.
Teachers Resource Book
Tell the children to work in pairs. They read the
Unit 3, DVD Real Kids
sentences and discuss their answers. Each group
Extension worksheet 2, page 28
shares their answers with the rest of the class.
Lets play!
Action!
Place four flashcards of the same
semantic field (food, animals, classroom
objects, etc.) in the playground or in the
classroom. Tell the children to go towards
one of the groups of flashcards doing
actions: walking, jumping, hopping on one
leg, etc.
The first children to get to the group of
flashcards that you called out have to
name each of the flashcards. Repeat
several times.
121
CLIL Objective
Optional Activity Book
Assessment.
exercises
Curricular link: Maths
See page 125.
Language Objectives
All the vocabulary for unit 3.
Resources: CD; flashcards (read, write, talk, sit,
stand, walk, jump, skip, hop, swim, run); stickers (jump,
skip, swim, walk, stand, hop)
Round up
Ask: What can I do? Mime the following actions: reading a
BUSY MINDS book, skipping, jumping, hopping, swimming. SS: You can
Lets remember! read. You can skip. You can jump etc.
Play a chain game. Say: I can swim. Point to the first child
Say: Today we are going to remember all the work we have in row 1 and tell them to add to the sentence: S1: I can
done in Unit 3. swim and I can run.
Say: Do you remember the song we sang about what we The next child adds another action and so on. Continue
can do? What was it about? until a child repeats an action, makes a mistake or cannot
Prompt them by holding up the flashcards. Ask: Can you think of another action.
(skip)? Start the chain again.
Say: Shall we sing the song again? Play the same game but this time say: I cant (speak
Listen to Track 1.19 again (The I can do it song, page Chinese).
101). The children join in with actions and words.
Collect the childrens books and correct their work.
Work with the book
Students Book, page 28, Activity 10
Children open their books at page 28.
Show the children the stickers in the middle of the
Students Book. Children find and place the stickers for
unit 3. Then, they trace over the words.
Check the activity by asking the children to name the
stickers they have placed.
122
stan
wal ho
swi
11
55 c 30 c 65 c 90 c 95 c 85 c
Lesson 8
10 Use the stickers to complete the picture; then trace over the words.
11 Match the characters with the heights; then answer the teacher's questions.
Objective: Assessment.
28
183436 _ 0021-0028.indd 28 29/4/09 16:42:57
14recorde
10
piano
guita dru
11 14
Childs own answer
1 I 15
pla th recorde.
2 I swi.
3 Babie pla th piano.
4 Adult rea an writ.
12 Lesson 8
13 Use the words to label the instruments.
16
14 Complete the sentences with can or can't.
28
183447 _ 0021-0028.indd 28 29/4/09 17:59:34
ASSESSMENT CRITERIA
CLIL Objective
Lets play! Children recognise that they are growing up and all that
this implies: improved abilities and personal
The puppet says..! development.
Play this game in small groups. The game
is similar to Simon says, but the children Language Objectives
use the stick puppet instead. For example: Children can associate their age with their height and
(Flo) says, Sit down). The children in each can describe the things they can and cannot do.
group take turns using different stick
puppets.
Resources
Multi-ROM
Unit 3, Activity 4
Teachers Resource Book
Unit 3, Test Activity, pages 73 and 74
125
CLIL Objective
Recognising the impact of human activities on the
landscape.
Transcripts
Curricular link: Geography
Track 1.24 The building song
Language Objectives See page 129.
Vocabulary: shops, playground, street, houses
Track 1.25 Song activity
Structures: Hip, hip hoorray! The Twiggles are
building, There is a /are some... See page 129.
Recursos: CD; poster (side A); poster pop-outs Optional Activity Book exercises
See page 129.
126
Lesson 1
1 Sing The building song with the missing words; then match the words with the pictures.
CLIL Objective: Recognising the impact of human activities on the landscape.
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3 4
29
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129
CLIL Objective Pause the recording and explain that they now have to
Identifying the natural elements of a landscape. answer on their own. Pause after each question to give
them time to answer.
Curricular link: Geography
Students Book, page 30, Activity 3
Language Objectives Ask the children to look at Flos picture again and ask
questions using the vocabulary from the pop-outs: Is
Vocabulary: mountain, valley, river, tree, lake, rock, there a (supermarket)? SS: No, there isnt. T: Is there a
forest mountain? SS: Yes, there is.
Structures: Is there a / are there any? Yes, there is/ Tell the children to find their pop-outs and make two piles:
are. No there isnt/arent. one pile for the things they can see in Flos picture; and
another pile for the things they cannot see.
Resources: CD; students pop-outs; flashcards
Tell the children to glue their pop-outs into the
(mountain, river, rock, forest)
corresponding column. Ask volunteers to use the
Materials: glue completed chart in order to describe Flos picture: There is
a mountain. There isnt a supermarket...
NATURAL ELEMENTS OF THE LANDSCAPE *Note: The children will also be using this picture in the
next lesson to establish the contrast between natural and
Presentation artificial elements in a landscape.
Draw a background scene of a natural landscape on the
board. Include a mountain and a valley. Describe as you
draw saying: Look! There is a mountain and there is a
valley. Transcript
Show the flashcards of the natural elements so that the
children can name them. Track 1.26 Activity
Draw small pictures of other natural elements to one side of
See page 133.
the main picture and name them as you draw them: river,
trees, rock, lake...
Ask a child to come to the board, to choose one of these Optional Activity Book
elements and to draw it in the main picture. Say: Very exercises
good. Now there is a mountain, a valley and a (river).
Continue until all the elements have been drawn into the
See page 133.
main picture.
Ask questions about the final picture: Are there any trees?
SS: Yes! T: Is there a river? SS: Yes! T: Are there any
shops? SS: No! T: Are there any houses? SS: No!
Ask two children to come to the board to ask questions
about the picture. Prompt them so that they use any in the Practice
questions. The rest of the class answers using the full form:
No, there (arent). Yes, there (is).
Continuous assessment
Children can identify the natural elements of a
Work with the book landscape.
Students Book, page 30, Activity 2 Write a list of natural elements on the board: mountain,
Children open their books to page 30 and look at the valley, river, lake, trees, rocks, flowers, forest.
picture. Ask the children to choose three of the elements and to
Say: Look at Flos picture. Is there a mountain? SS: Yes! draw a picture of the countryside.
Ask other questions to elicit Yes, there is and No, there When they have finished, ask them questions. T: Is there a
isnt. lake in your picture? S1: Yes, there is. / No, there isnt.
Then ask: What can you see in the picture? SS: There is a Continue asking other children. Then ask volunteers
(river). Say: Listen. Play Track 1.26. The children listen to to describe their picture. S1: In my picture there is a
the first four questions about Flos picture and join in with mountain, there is a river and there are some trees.
the answers. .
130
5
3
Lesson 2
2 Listen and answer the questions about Flo's picture.
3 Classify the pop-outs and glue them to the chart.
CLIL Objective: Identifying the natural elements of a landscape.
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6 7
3 1 2 5
R I V E R
1
A O 5
F L C
6
3 4 O L A K E 2
T R E E S
3
E Y
7
S
4
M O U N T A I N
Lesson 2
2 Read and tick ( ) the correct picture.
3 Use the pictures to complete the crossword.
30
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Activity Book
Page 30, Activity 2
Say: Open your Activity Books to page 30. Look at Resources
Activity 2.
Say: Listen very carefully and tell me which picture I am
Multi-ROM
Unit 4, Activity 3
describing. Read out the text. The children choose the
picture that corresponds to the text and tick the box. Sparks DVD
Ask four volunteers to read out the four sentences. Unit 4, Real Kids
Page 30, Activity 3 Teachers Resource Book
Unit 4, DVD worksheet, page 12
Say: Now look at Activity 3.
Explain that the pictures are clues to help them do the
crossword. Ask: What can you see in picture 1? SS: A
river. Tell them to find number 1 in the crossword and to
write the word river.
Tell the children to complete the crossword.
Explain to the children that if they cant remember how Transcript
to write the words, they can find them in the text at the
top of the page. Track 1.26 Activity
133
CLIL Objectives
Identifying the artificial elements of a landscape.
Curricular link: Geography Optional Activity Book
exercises
Language Objectives See page 137.
134
S
S
D
D
S S
S
5
There rive
i> bot picture.
Ther are> an
building i> Flo pictur.
Lesson 3
4 Compare Flo's and Stretch's pictures. Write same (S) or different (D) on Stretch's picture.
5 Talk about the pictures.
CLIL Objective: Identifying the artificial elements of a landscape.
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Natura
31
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Activity Book
Page 31, Activity 4 Resources
Say: Open your Activity Book to page 31. Look at Multi-ROM
Activity 4. Unit 4, Activity 1
Read the words in the circle in the middle of the page. Teachers Resource Book
Say: Natural. Look at the pictures. Which things are Extension worksheet 1, page 29
natural? SS: forest, mountain, etc.
Then, say: Artificial. Which things are artificial?
SS: railway line, building, etc.
The children classify the elements and match them to
the corresponding words in the circle.
Tell the children to use one colour for the natural
elements and another colour for the artificial elements.
Correct the activity by asking the children to name the
elements that they have matched with each word.
Lets play!
Top secret!
Tell the children to choose one of the key
vocabulary pop-outs, but to keep it a
secret. Make sure that all the children can
name the picture on the pop-out. Tell the
children to walk around the class as they
say the word from their pop-out out loud.
Each child must find other children who
are saying the same word and form a
group with them. At the end, tell each
group to show their pop-outs to the class
as they name the corresponding word.
137
2 3
9 13
4 5
Lesson 4
14
6 Listen to the story.
CLIL Objective: Literacy: observing visual clues.
10 32
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11 15
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7
Lesson 5
7 Listen, repeat and point to the pictures; then match the pictures with the same sound.
CLIL Objective: Literacy: phonics.
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140
Tell the children to match the pictures that have the same
CLIL Objective sounds. They use a different colour for each sound.
Literacy: phonics oo (look / foot / book); ow (brown / Ask volunteers to name the words that have the /oo/
cow / down) sound.
Ask volunteers to say the words that have the /ow/ sound.
Curricular link: Literacy (Phonics)
Ask the children to think of other words in English that have
Story language: Look! Theres a (fish)! the sounds /oo/ or /ow/.
Be careful! Dont fall in.
Join-in language: Row, row, row the boat./Steady
and slow./Down the river we float and float./Down the
river we go.
Transcript
Resources: CD; poster (side B)
Track 1.28 Phonics
See page 145.
PHONICS
Optional Activity Book
Re-tell the story exercises
Show the children the poster and ask: Do you remember
the story? See page 145.
You can also use the story cards. The children order them
according to the order in the story.
Ask questions about the pictures to help the children
remember the story.
Play Track1.27. The children listen to the story.
Play Track1.27 again. The children join in saying: Row,
row, row the boat. Steady and slow. Down the river we Act out the story
float and float. Down the river we go. Divide the class into groups of six. Assign a character to
each child, including the narrator and the baby. Play Track
1.27. The children join in with their lines.
Work with the book Ask groups to come to the front of the classroom to act
Students Book, page 33, Activity 7 out the story. Use the recording when necessary.
Clap your hands to ensure that the children are watching Collect the childrens books and correct their work.
you. Write the following words on the board: look, foot,
book, brown, cow and down.
Point to each word and repeat it. Point out to the children
that some of the words have the same sound. Point to the
words look, foot and book, and repeat the sound several
times. Articulate the sound very clearly. The children repeat:
oo... oo... oo... look. oo... oo... oo... foot. oo... oo... oo...
book.
Point to the words brown, cow and down, and repeat the
sound several times. Articulate the sound very clearly. The
children repeat: ow... ow... ow... brown. ow... ow... ow...
cow. ow... ow... ow... down.
Say: Look at Activity 7 on page 33.
Play Track1.28. The children listen and point to the
pictures.
Play Track1.28 again. The children repeat the sounds and
join in with the words.
141
Smie Stetc
3 4
Flo Dott
Lesson 4
5 Use a red pencil and circle the Twiggles in danger; then write the names.
32
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143
7
L o o a Flo u th b o o o> he f o o .
Lesson 5
6 Classify the words; then add more words to the table.
7 Complete the words; then match the sentences with the correct picture.
33
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Activity Book
Page 33, Activity 6
Say: Open your Activity Books to page 33. Resources
Look at Activity 6.
Read the word at the top of the first column. Ask: Can
Multi-ROM
Unit 4, Phonics
you find any other words that have the same sound as
put? Help the children find the words: book, look, foot. Teachers Resource Book
Repeat the process with cow: house, mouse, flower. Ready to read worksheet, page 56
Encourage the children to think about some other
words with the same sounds. You can prompt them
by writing the following words on the board and telling
the children to classify them according to their principal
sound: bush, mountain.
Lets play!
Jump to it
Take the children to the playground.
Draw big circles on the ground with a
piece of chalk.
Write the letters of the sounds you have
been studying in each circle. Say a sound
out loud. The children have to jump inside
the circle that has the letters that
correspond to that sound. Continue
playing until you have named all the
sounds.
145
Language Objectives
Vocabulary: park, path, bush, lake, tree, fountain, bin,
bench, flower
Transcript
Structures: Lets (pick some flowers). Yes, lets! Dont
do that! Track 1.29 Activity
146
31 6
41
1 4
11
5 51 2
9 KEY
= Ye, le!
61
= No! Do> do tha!
Lesson 6
8 Listen and number the pictures; then listen and respond.
9 Use the key to mark the pictures.
CLIL Objective: Identifying appropriate behaviour in a park.
34
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9
Do> clim t t .
34
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Activity Book
Page 34, Activity 8
Resources
Say: Open your Activity Books at page 34. Look at
Activity 8. Teachers Resource Book
Read out the first verb: Swim. Tell the children to read Extension worksheet 2, page 30
the text in the right-hand column and to find the rest of
the expression.
Help them by offering incorrect suggestions: Swim (on
the benches)! Is that right? SS: No!
Repeat this process until the children have found all the
correct sentences. Transcript
Tell the children to read the text again and to match the
verbs to the words on the right. Track 1.29 Activity
149
150
9
3
01
11
I> m favourit
corne o th par
11 ther ar som tree.
Ther i rive.
Ther is> bridg.
Lesson 7
21
10 Make a checklist; then think of your favourite corner of the park and mark the list.
11 Use the checklist to talk about your favourite corner of the park.
CLIL Objective: Making a poster of a park and classifying objects.
35
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22
24 17
23
25
16
15
26
14
13
27
12
11
34
33 35 10
28
32 36 9
1
31 37 8
29 38
2
30 7
39
40
41 42 6 5 3
4
43 44 45
46
47
49
48
50
51
58 57 56 55
100 60 59
61 52
62 54 53
63
64
99 65
98 97 96
66
67 70 71 72
95 69 73
68
74 75
94 93 86 85
92 84 76
87
91 83 77
88
82
89 78
90
81
79
80
Lesson 7
10 Follow the numbers to complete the picture; then colour the picture.
35
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Activity Book
Page 35, Activity 10
Say: Look at the picture. Can you see the numbers? Resources
Tell the children to count out loud with you the numbers
from 1 to 100.
Multi-ROM
Unit 4, Activity 7
Tell the children to join the dots by following the order of
the numbers. Teachers Resource Book
The children colour their pictures. Ready to write worksheet, page 98
Tell the children to describe what they can see in their
pictures.
Lets play!
Noughts and crosses
Draw a 3 x 3 table on the board. In each
square, draw or stick a picture. Divide the
class into two teams: the noughts and
the crosses . Tell a child from one of the
teams to name one of the pictures. If the
child says it correctly, they get a nought or
a cross in this square.
The first team to get three noughts or
crosses in a row is the winner.
153
CLIL Objective
Assessment. Optional Activity Book
Curricular link: Geography; Social Science exercises
Language Objectives See page 157.
154
i is> ar are>
I> thi pictur ther a bi@ mountain an
ther i fores, bu ther ae> an rock.
Ther i rive, bu ther is> bridg and
ther is> lak. Ther a som wall an
ther a som gate. Ther i roa an
ther i buildin@, bu ther is> railwa
lin. Ther a som path bu ther ae>
an flower. Thi is> tow> an ther ae>
an shop an ther ae> an house.
12
l o o h ous
b o o c ow
f o o fl oe
b us m ountai>
Lesson 8
11 Look at the picture and complete the sentences.
12 Complete the words.
36
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Activity Book
Page 36, Activity 11
Say: Open your Activity Books at page 36. Resources
Look at Activity 11.
Tell the children to look at the picture. Ask questions: Multi-ROM
Are there any mountains? Is there a railway line? Unit 4, Activity 4
Explain that they are going to complete a text wtih the Teachers Resource Book
words: is, isnt, are or arent. Write the words on the Unit 4, Test, pages 75 and 76
board.
Start reading the text and stop where there is a blank
space. Tell the children to say the missing word. Correct See Transcript Track 1.30
them if necessary. Continue reading until you have
finished the text.
Tell the children to read the text again and to write in the
missing words.
Language Objectives
Children can describe the elements in a landscape and
classify them. The children can also distinguish between
singular and plural forms of nouns and verbs.
157
CLIL Objective
Transcripts
Recognising that our bodies need food and liquid
Track 2.1 Activity
Curricular link: Science; Social Science
See page 161.
Language Objectives Track 2.2 Activity
Vocabulary: tired, cross, happy, hungry, thirsty, tea See page 161.
Structures: Go away! Im (tired). Whats the matter?
Resources: CD; poster (side A); pop-outs
Optional Activity Book
exercises
IM HUNGRY! See page 161.
Presentation
Tell the children that you are going to talk about the
importance of food and drink. Show the children the pop-
outs of the characters and ask: Is (Flo) happy? SS: No!
Say: Thats right. (Flo) is very cross! Use gestures to clarify
the meaning of cross. Practice
Repeat for the other characters. Then, ask: Whats the Explain to the children that Flo, Dotty, Stretch and Smiley
matter? are cross and tired because they are hungry and thirsty.
Ask the children if they feel happy when theyre hungry. They need their tea. Explain that if we go for long periods
Show the children the pop-out of the Twiggles having tea. of time without food and drink we get cross and tired.
Ask: Is (Flo) cross now? SS: No! Repeat with the other Make sure the children understand that tea is the snack
characters and say: Thats right. The children arent cross that we have in the afternoon. It is also a drink (a cup of
now because they are having tea. tea) which people have at any time of the day, but in this
Point to the food on the table. Ask: What can you see on context it is the snack.
the table? SS: Juice, sandwiches and biscuits. Ask: What do you have for tea? Help the children name the
Help the children to remember the vocabulary if necessary. food and drink that they usually have for tea. Write the
Play Track 2.1 and place the pop-outs of the Twiggles on words on the board.
the poster. Play Track 2.1 again and encourage the Tell the children to draw and label their favourite tea.
children to join in with: Go away! Im tired and Im cross Ask volunteers to show the rest of the class their pictures
and I dont want to play. and to describe their favourite tea:
Ask six children to come to the board and hand each one My favourite tea is a (cheese) sandwich, a glass of (milk)
a pop-out. Play Track 2.1 again. The children put the and a banana.
different Twiggles in the right place on the poster.
Repeat with six more children. The rest of the class joins in Collect the childrens books and correct their work.
with: Go away! Im tired and Im cross and I dont want to
play.
158
3 1
2 4
Lesson 1
1 Listen and number the pictures.
CLIL Objective: Recognising that our bodies need food and liquid.
37
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1 5
1 Flo i happ/cros.
2 Smile i tire/cros.
2 6
3 Stretc i thirst/hungr.
4 Dott i happ/thirst.
3 5 Th Twiggle ar happ/cros. 7
Lesson 1
1 Look and read; then trace over the words and circle the correct word in each sentence.
37
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4 8
161
Language Objectives
Vocabulary: meat, fish, vegetables, fruit, cereals, Optional Activity Book
sweet food, dairy: chicken, sausages, tuna fish, exercises
sardines, beans, potatoes, apples, bananas, rice, bread,
cake, biscuits, milk, cheese. See page 165.
Structures: eat/dont eat
Resources: poster (side A); flashcards (chicken,
sausages, tuna fish, sardines, beans, potatoes, apples,
bananas, rice, bread, cake, biscuits, milk, cheese);
students pop-outs (chicken, sausages, tuna fish,
sardines, beans, potatoes, apples, bananas, rice, bread,
cake, biscuits, milk, cheese)
Practice
FOOD TYPES
Presentation Continuous assessment
Say: Today we are going to talk about different types of Children can name the different food types.
food.
Point to the food on the poster and say: These are all
Make a copy of the school menu for the week and write it
different types of (meat). Show the flashcards and ask the
on the board. Ask the children to classify the food on the
children to name them. Help with with any words that they
menu into types. Say: Come and circle the (meat)
have difficulty with. Once they have named each flashcard,
in (red) chalk.
place them next to the corresponding group of food on the
Tell them to count the number of times per week that they
poster.
have the different food types. Make a small chart on the
Play a game. Say: sausages, chicken and green beans.
board with the headings: Meat, fish, vegetables, fruit,
Which is the odd one out? SS: Green beans! Say: Thats
cereals, dairy, sweet food. Ask the children to copy the
right! Why? SS: Sausages and chicken are meat. Green
chart and to write the appropriate numbers in the correct
beans are vegetables.
columns. Then, ask the children to choose their favourite
Repeat with other food items.
meal from the weeks menu.
Work with the book Collect the childrens books and correct their work.
Students Book, page 38, Activity 2
Say: Open your books to page 38. Say: Find your
pop-outs for Unit 5. Now, look at the picture of the shop.
Tell the children to read the names of the types of food in
the pictures. Then, ask them to name possible examples
of these food types.
Tell the children to look at their pop-outs. Name the food
items out loud and tell them to hold up the corresponding
pop-out. Then, ask: Where do you put the (sausages)?
SS: On the (meat) shelf.
Tell the children to glue their pop-outs in the correct
places. Tell the children to choose food to complete their
lunch menu. Ask the children to tell you what they have
chosen for their lunch menu before they write anything.
162
M lunc menu
Lesson 2
2 Glue the pop-outs onto the shelves to classify the food; then choose your food
and complete your lunch menu.
CLIL Objective: Classifying food into types.
38
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chicke>
mil
appl
chees
potatoe
bean
ric
sausage cak
KEY
mea = re cereal = yellow
fis = blu swee foo = pin
vegetable = gree> dair = whit
frui = orang
Lesson 2
2 Use the words to label the food on the trays; then use the key to colour the food.
38
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Activity Book
Page 38, Activity 2 Resources
Say: Open your Activity Books at page 38.
Multi-ROM
Look at Activity 2.
Unit 5, Activity 1
Tell the children to name the items of food that they can
see on the trays Multi-ROM
Tell the children to use the words to label the items of Unit 5, Activity 2
food.
Explain the meaning of the key to the children. Teachers Resource Book
The children should colour the food according to the Extension worksheet 1, page 31
key. Correct the activity by asking questions such as:
What colour is the (chicken)? SS: Red.
Lets play!
Surprise bag!
Put some items of food (such as pieces of
different fruit, a potato, a packet of
biscuits, etc.) in a bag without letting the
children see.
Ask a child to come to the front to feel one
of the objects in the bag without looking
inside it. The child tries to guess what type
of food it is. Repeat several times with
other volunteers.
165
Transcript
FOOD PREFERENCES Track 2.3 Activity
Continuous assessment
Optional Activity Book
Children can name different items of food.
exercises
See paga 169.
Use the poster to explain to the children your food
preferences. Use facial expressions and gestures so that
they understand. Point at the (banana) and say: Mmmm. I
like bananas. Point at the (sardines) and say: I dont like
(sardines). Say: I like (bananas). The children who like
bananas stand up and say: I like bananas, too! Practice
Ask for volunteers to come to the board to pick something
they like. The rest of the class has to discover what they Start by saying to the first child in the front row: I like
have chosen by asking questions: Do you like (bananas)? (sardines). Do you like (sardines)? S1: Yes, I do./No, I dont.
S1: No, I dont. S2: Do you like sausages? S1: Yes, I do! This child then repeats the statement and asks a question,
choosing a different food item, to the child sitting next to
them. The children continue asking and answering in a
Work with the book chain around the class.
Students Book, page 39, Activity 3 Collect the childrens books and correct their work.
Say: Open your books at page 39. Look at Activity 3.
Tell the children that they are going to hear what Smiley
likes and doesnt like.
Play Track 2.3. Tell the children to put a tick () or a
cross (x) in Smileys column on the chart.
Listen to Track 2.3 again and encourage the children to
join in with: Eat your (rice)!
Ask questions: Does Smiley like (sardines)?
Tell the children to draw themselves and two friends in the
silhouettes. The children have to put a tick or a cross in
their column according to their preferences. Then, they ask
their friends what they have drawn and about their
preferences. They mark the results in the chart.
166
4
Do you lik...?
Lesson 3
3 Listen and put a cross ( ) or a tick ( ) in the chart; then complete the chart for yourself and two
friends.
4 Listen to your teacher and answer the questions.
CLIL Objective: Expressing preferences for food.
39
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Lesson 3
3 Read the speech bubbles and look at the chart; then match the bubbles with the characters.
39
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169
2 3
4 5
Lesson 4
5 Listen to the story.
CLIL Objective: Literacy: reaching conclusions.
40
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Lesson 5
6 Listen, repeat and point to the pictures; then match the words with the same sound.
CLIL Objective: Literacy: phonics.
41
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CLIL Objective
Reaching conclusions.
Transcript
Track 2.4
Curricular link: Literacy Story: Smiley is a fussy eater
See page 175.
Language Objectives
Story language: Remember, Mum! I dont like Optional Activity Book
(beans). Yes, yes Smiley, I remember. Here you are, exercises
heres some (soup). This (soup) is delicious! So you see
you like beans, after all. I suppose I do. See page 175.
Join-in language: I like (rice) after all.
Resources: CD; poster (side B); story pop-outs
172
CLIL Objective
Transcript
Literacy: Phonics: oi (boy, toy, point) / ee (cheese,
beans, sardines) Track 2.5 Phonics
Curricular link: Literacy (phonics) See page 177.
Story vocabulary: Remember, Mum! I dont like
(beans). Yes, yes Smiley, I remember. Here you are Optional Activity Book
heres some (soup). This (soup) is delicious! So you see exercises
you like beans, after all. I suppose I do.
See page 177.
Join-in vocabulary: I like (rice) after all.
Resources: CD; poster (side B); story pop-outs
PHONICS
Retell the story Act out the story
Show the children the poster and ask: Do you remember Divide the class into groups of four. Assign a character to
the story? each child. Play Track 2.4. The children join in with their
You can also use the story cards. The children can order corresponding parts.
them according to the order in the story. Tell the children to close their eyes. Play a part of the story
Ask questions about the poster to help them remember at random and tell them to try to guess which picture it is
the story. describing.
Ask: Does Smiley like beans? SS: No. T: Does he like bean Tell the groups to come to the board to act out the story.
soup? SS: Yes. Ask: Does Smiley like carrots? Use the recording to help them if necessary.
SS: No. T: Does he like carrot cake? SS: Yes.
Play Track 2.4. The children listen to the story. Play Track Collect the childrens books and correct their work.
2.4 again. The children join in with: I like (rice), after all.
173
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175
6 Loo a th bo wit 2
th noisy to!
6
toy cheese
7 point ski 3
beans boy
read noise
8 4
Lesson 5
5 Match the pictures with the sentences; then underline the words that sound
the same in each sentence.
6 Match and colour the words that sound the same.
41
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Activity Book
Resources
Page 41, Activity 5
Multi-ROM
Say: Open your Activity Books at page 41. Unit 5, Phonics
Look at Activity 5.
Read out the first sentence, emphasising the sounds of Teachers Resource Book
the vowels. Tell the children to find the picture that goes Ready to read worksheet, page 57
with the sentence and to match them. Then, the
children underline the words that have the same sound.
Repeat with the other sentence. Ask for volunteers to
read out the sentences. Correct their pronunciation.
Lets play!
Same as me
Divide the children into small groups and
hand out several flashcards to each group.
Say a word and hold up the corresponding
flashcard. The children have to show you a
flashcard whose name contains or starts
with the same sound as the word that you
have just said.
Repeat several times with different
sounds.
177
Ask: What have the other children got? SS: Sweets and
CLIL Objective chocolate. Ask: Which children are happy? Point to the
Undersanding that fruit and vegetables are important for picture with the happy children.
a balanced diet.
Students Book, page 42, Activity 7 Collect the childrens books and correct their work.
Say: Open your books at page 42.
Tell the children to look at the pictures on the page. Go *Note: Ask the children to bring items of fruit and
through the vocabulary with the children. Ask questions vegetables to the next class. To ensure that there is a good
like: What vegetables are (green)? What fruit is (yellow)? variety of food, give the children a list of the food that youd
Play Track 2.6. The children sing the song and tick the like them to bring, for example: an apple, a kiwi, two
correct picture. spoonfuls of peas, a carrot, etc. Give a different list to each
Tell the children to look at the key. Say: Now circle all the child. They should bring the items of fruit or vegetables
fruit in red. And all the vegetables in green washed and cut up in a plastic bag. Make sure they bring
fresh produce and not frozen food.
*Note: Tomatoes are a fruit, but we normally refer to them
as a vegetable.
178
41
51
KEY 9
= frui
= vegetable
Lesson 6
61
7 Sing The five a day song and tick the correct picture; then classify the fruit and vegetables.
CLIL Objective: Understanding that fruit and vegetables are important.
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apple carrot
tomatoe
bean orange
spinac
9
banana potatoe
r i e
be r
w
stra
Lesson 6
5
7 Trace over the words; then draw and colour more fruit and vegetables in the boxes.
42
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Lets play!
Memory chain
Tell the children to form a circle. Ask a
volunteer (S1) to say a sentence. The child
who is next to this child, S2, says the same
sentence, but adds another item, for
example: S1: I like soup; S2: I like soup and
apples.
Continue like this until all the children have
had a turn.
Resources
Teachers Resource Book
Ready to write worksheet, page 99
DVD
Unit 5, The five a day song
181
Language Objectives
Vocabulary: fruit and vegetables
Structures: Do you like peas? Yes, I do. Theyre
delicious.
Materials: portions of a variety of fruit and vegetables, Optional Activity Book
paper plates, coloured pencils, white paper
Preparation: Make a tasting table to show the class.
exercises
See page 185.
182
01
3 4
9
Do yo lik pea?
11 Ye, I do.
Ther deliciou!
Lesson 7
21
8 Make tasting tables and food charts; then taste the fruit and vegetables and complete your chart.
9 Talk to your friends.
CLIL Objective: Making a tasting table.
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Lesson 7
1
8 Complete the sequences.
9 Match the fruit that is the same.
43
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2
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UNIT 5 LESSON 7 OPTIONS
Activity Book
Resources
Page 43, Activity 8
DVD
Say: Open your books at page 43. Unit 5, Real Kids
Look at Activity 8. Tell the children to look at the three
sequences of fruit in the boxes and ask: What is the Teachers Resource Book
(first) fruit? Then, ask about the other pieces of fruit. Unit 5, DVD worksheet, page 13
Explain that the sequence of pictures is repeated in the
same order. Ask: Which fruit comes after the apple? The
children answer and complete the sequences.
Lets play!
Hot hands
Draw four big hands on the board. Assign
a food group to each big hand, for
example: vegetable, meat, dairy, cereal.
Divide the class into two teams and give a
number (1-12) to each child so that each
child has a partner in the other team. Call
out a word and a number (sausages, four!).
The first child to put their hand on the big
hand on the board that corresponds to the
correct food group gets a point for their
team. The team that has the most points
at the end of the game is the winner.
185
CLIL Objective
Assessment. Optional Activity Book
Curricular link: Science
exercises
See page 189.
Language Objectives
All the vocbaulary for Unit 5.
Resources: poster (side A); flashcards; stickers
Round up
BUSY MINDS
Write the title A healthy diet on the board.
Lets remember! Tell the children to name the food groups. Write them on
the board.
Say: Today we are going to remember all the work we have Say: To have a healthy diet we need to eat vegetables.
done in Unit 5. Tell the children to give you examples and write them on
Say: Do you remember The five a day song? Lets sing it the board. Repeat with all the food groups, leaving the
again (page 181). group that has sweets in it until last.
Play Track 2.6. The children sing The five a day song. Point to the words sweet food and ask: Do we need to eat
Use the flashcards and the poster to remind the children a lot of sweet food? SS: No! Tell the children to give you
how to classify the different types of food. examples. Write these on the board, reminding the children
Place the flashcards on the board and ask the children to that we should only eat a little bit from this food group.
come and write examples of food items under each
category. Collect the childrens books and correct their work.
Then, point to the words and ask questions: Do you like
(vegetables)? S1: Yes, I do. T: What (vegetables) do you
like? S1: I like (peas and beans).
186
ca biscuit bea ri
eado> ea
1 Ea five piece o frui
o vegetable ever da.
2 Do> ea swee foo ever da.
Lesson 8
10 Complete the picture with the stickers and write the words; then complete the sentences.
Objective: Assessment.
44
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Model answer
11 1 I li vegetabl sou.
2 I do> li appl cak.
3 I li strawberr ic crea.
Lesson 8
10 Use the words to complete the speech bubbles.
11 Complete the sentences with like or don't like.
44
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10
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UNIT 5 LESSON 8 OPTIONS
Activity Book
Recursos
Page 44, Activity 10
Multi-ROM
Say: Open your Activity Books at page 44. Unit 5, Activity 4
Look at Activity 10.
Ask a volunteer to read out the words at the top of the Teachers Resource Book
page: tired, cross, etc. Unit 5, Test, pages 77 and 78
Say: Now look at the pictures and use these words to
complete the speech bubbles. See Transcript Track 2.7
Ask volunteers to read out the sentences. Correct them
if necessary.
189
MY DAY
Transcripts
Presentation
Track 2.8 Activity
Tell the children that you are going to talk about the day and
the night, in summer and winter. Show the day and night See page 193.
flashcards. Ask: Is it light or dark during the day? If necessary,
switch the light on and off to clarify the meaning of light and Track 2.9 Activity
dark. Then, ask: Is it light or dark at night? Is it the same See page 193.
in summer and winter? Help the children understand and
remember that there is a difference in the length of the day in
the summer and the winter.
Place the flashcard showing breakfast time on the board. Optional Activity Book
Ask: Is it light or dark when you have breakfast in the exercises
summer? What about in the winter?
Show the children the poster and the pop-outs of Flo, See page 193.
Stretch, Dotty and Smiley. Ask the children to identify the
characters. Point to the parents and ask:
Is this (Flos) (dad)? SS: Yes, it is./No, it isnt.
Place the characters on the poster to show that they are
playing outside. Say: The Twiggles are playing outside. But
its getting late.
Play Track 2.8 and move the characters inside their
houses as their parents call them. Practice
Play Track 2.8 again and encourage the children to join in
Say: Its light and its bedtime. Ask: Is it summer or winter?
with: Oh! Is it day or is it night? It isnt dark, its still light.
SS: Its summer. Say: Its dark and its bedtime. Ask: Is it
Ask four children to come to the board and hand each
summer or winter? SS: Its winter.
one a pop-out. Play Track 2.8 again. The children put the
Say: Its light and its breakfast time. Ask: Is it summer or
Twiggles to bed on the poster.
winter? SS: Its summer. Say: Its dark and its breakfast
Repeat with four more children. The rest of the class joins
time. Ask: Is it summer or winter? SS: Its winter.
in with either: Oh! Is it day or is it night? It isnt dark, its still
Explain to the children that it is very important to get
light or But its bedtime!
enough hours sleep at night. Ask: How many hours do you
Work with the book sleep?
Explain that children need 10 hours sleep every night. This
Students Book, page 45, activity 1 is why they have to go to bed in the summer even if it is still
Say: Open your books to page 45. light!
Tell the children to look at the pictures. Say: Look at the
first picture. Is it dark or light? SS: Its dark. T: Look at the Collect the childrens books and correct their work.
second picture. Is it dark or light? SS: Its light.
Play Track 2.9. The children point to the right picture.
190
2 1
I bedtim. I dar.
I ligh. I breakas tim.
Lesson 1
1 Listen and number the pictures; then match the sentences with the pictures.
CLIL Objective: Observing the differences between day and night.
45
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Lesson 1
1 Choose words and complete the verse; then draw a picture.
10
45
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11
193
194
I . .. I> t
in gh h
mo
A
rnin
hav
@
breakast
I...
sleep
work at school
watch TV hav lunch
I...
o>
rno
I> t
ate
do my
h
eve homework
play
th
4
n in@ I>
I...
Lesson 2
2 Use the pop-outs and complete the circle; then talk about your day.
CLIL Objective: Recognising the divisions of the day.
46
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Model answer 5
3 go to go watc do m slee
pla
schoo hom TV homwor
i>
th
41
mornin@
i>
th
aternoo>
i>
th
evenin@
51
a nigh
Lesson 2
2 Complete the sentences.
3 Tick ( ) the chart for a typical school day.
46
61
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Activity Book
Resources
Page 46, Activity 2
Multi-ROM
Say: Open your Activity Books at page 46. Unit 6, Activity 3
Look at Activity 2.
Read and complete the first sentence out aloud.
Ask for volunteers to do the same with the other
sentences. Tell the children to use the words to
complete the sentences in their books.
Lets play!
Noughts and crosses!
Draw a table with squares (3 x 3) on the
board. Draw or stick a picture in each
square. Divide the class into two teams:
the Noughts and the Crosses.
Ask a child to name one of the pictures. If
they name it correctly, they get a nought or
cross in this square.
The first team to get three noughts or
crosses in a row wins.
197
198
KEY
schoo day= weeken=
I pla
A th weeken, wit m famil.
I hav lunc
O> school day, wit m friend.
I go ou
Lesson 3
3 Sing The days of the week song; then use the key to colour the letters.
4 Match and compare the weekend and school days.
CLIL Objective: Sequencing the days of the week.
47
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5 M favourit da o th wee i .
01
Childs own drawing
11
Lesson 3
21
4 Complete the days of the week in the correct order.
5 Complete the sentence and draw a picture.
47
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Lets play!
Whats different?
Place several flashcards in a row on the
board. Tell the children to close their eyes.
When they have done so, change the
position of one of the flashcards. Tell the
children to open their eyes again and to
name the flashcard that is in a different
position. Repeat several times.
Resources
DVD
Unit 6, The days of week song
Multi-ROM
Unit 6, Activity 1
Teachers Resource Book
Ready to write worksheet, page 100
201
2 3
4 5
Lesson 4
5 Listen to the story.
CLIL Objective: Literacy: sequencing.
48
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Lesson 5
6 Listen, repeat and point to the pictures; then match the pictures with the same sound.
CLIL Objective: Literacy: phonics.
49
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CLIL Objective
Transcript
Sequencing.
Track 2.11
Curricular link: Literacy; Maths Story: The cuckoo clock
Story language: Dont be late. Were late! We arent Optional Activity Book
late! Dinner is at eight.
Join-in language: Dinner is at eight, dont be late. exercises
Resources: CD; poster (side B); story pop-outs See page 207.
204
PHONICS
Retell the story Optional Activity Book
Show the children the poster and ask: Do you remember exercises
the story? See page 209.
You can also use the story cards so the children can order
them according to the order in the story.
Ask questions about the poster to help the children recall
the story. Use the plasticine to make the cuckoos nuts,
and put them on the shelf beside the clock so that the
children can count off the hours.
Play Track 2.11. The children join in counting the hours. Act out the story
Encourage them to join in with other story language.
Divide the class into groups of seven. Assign a character to
each child.
Work with the book Play Track 2.11 again. The children join in with their lines.
Play or read out a random piece of the story and ask the
Students Book, page 49, Activity 6 children to look at their books. They tell you which picture
Clap your hands to ensure that the children are watching is being described. Do this several times.
you. Write the word shoe on the board. Say: oo... oo... Ask for volunteers to come to the front of the class to act
oo... shoe. out the story. Help them if necessary.
Repeat several times. Articulate the vowel sound very
clearly by pushing your mouth forwards as you produce the
sound.
The children repeat: oo... oo... oo... shoe.
Repeat wtih the other words with the same sound:
soup, two.
Write the word bike on the board. Say: ie... ie... ie... bike.
Repeat several times. Articulate the vowel sound very
clearly by changing the position of your mouth as you
produce the sound.
The children repeat: ie... ie... ie... bike.
Repeat with the other words with the same sound:
eye, nine.
Tell the children to look at Activity 6 on page 49.
Play Track 2.12. The children listen and point to the
pictures in the right-hand column.
Play Track 2.12 again. The children listen and repeat the
key sounds and words.
205
2 4
3 1
9
I fi ocloc. I si ocloc.
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207
9
1 N i > w i i ght i> th > i gh.
2 Tw o b u s o ar i> th s o u .
Lesson 5
8 Classify the words with the same sound.
9 Complete the sentences; then choose one sentence and draw a picture.
49
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Activity Book
Page 49, Activity 8
Say: Open your Activity Books at page 49. Resources
Look at Activity 8.
Write the words light and cuckoo on the board. Say the Multi-ROM
words as you write them, emphasising the oo part of Unit 6, Phonics
cuckoo.
Teachers Resource Book
Tell the children to look at the other words.
Extension worksheet 1, page 33
Ask for volunteers to choose a word. They write it on
the board under another word with the same vowel
sound.
Continue until all the words have been classified.
Then, ask other volunteers to read out the lists of
words. Make sure they reproduce the vowel sound
exactly. Tell the children to classify the words in their
books. Transcript
Page 49, Activity 9 Track 2.12 Phonics
Say: Now look at Activity 9.
Read out the sentences. Tell the children to help you oo oo oo shoe
complete the words. Write the words on the board as oo oo oo soup
you say them. oo oo oo two
Tell the children to complete the words in their books.
ie ie ie bike
Tell the children to choose one of the sentences and to
do a picture to illustrate it. ie ie ie eye
Ask for volunteers to read out their sentences and to ie ie ie nine
show their pictures to the rest of the class.
Lets play!
Shout out
Say a sound, for example, oo. Tell the
children to say words that have that same
sound. Repeat several times with different
sounds.
209
210
31 9
41
01 9
51 11
Lesson 6
7 Listen and position the hands on the clock; then glue the pop-outs of the hands and say the time.
CLIL Objective: Telling the time.
50
61 21
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31
4 I quarte 5 I hal pas 2. 6 I 6 ocloc.
to 5.
41
0
7 I quarte 8 I 4 ocloc. 9 I quarte
pas 8. to 3.
Lesson 6 51
10 Draw the hands on the clocks.
11
50
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61 21
Resources
Multi-ROM
Unit 6, Activity 2
Teachers Resource Book
Extension worksheet 2, page 34
213
CLIL Objective
Optional Activity Book
Making a clock.
exercises
Curricular link: Art
See page 217.
Language Objectives
Vocabulary: numbers; oclock, half past, a quarter past,
a quarter to
Structures: Whats the time? Its (3) oclock.
Materials: card, plasticine, pencils, scissors, crayons,
ruler, split pins Display the project
Preparation: Make a cuckoo clock to show the class.
Play Whats the time Mr. Wolf?
One child is the wolf and stands with their back to the other
children. The other children stand about 5 metres from the
BUSY HANDS: A CUCKOO CLOCK wolf.
These children say: Whats the time Mr. Wolf? The wolf
Present the project turns to face them and shouts out a time: Its (10) oclock.
The children take ten steps towards the wolf. Repeat the
procedure until the group of children is very close to the
Continuous assessment wolf. This time when the children ask: Whats the time Mr
Children can tell the time. Wolf? The wolf shouts: Its dinner time! and runs after the
other children. The first child to be caught then has a turn at
being Mr. Wolf.
Say: Today were going to make a cuckoo clock.
Show the children the cuckoo clock that you have already
made.
Move the hands round to show different times on your clock
(oclock). Call out: cuckoo, cuckoo,... for each hour and
ask: Whats the time?
214
9 4 5
01 9
Wha th tim? I 3 ocloc.
Cuckoo, cuckoo, cuckoo.
21
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13
Lesson 7
11 Complete the picture of the cuckoo clock.
14
10 183447 _ 0045-0052.indd 51
51
29/4/09 17:55:44
11 15
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UNIT 6 LESSON 7 OPTIONS
Activity Book
Page 51, Activity 11
Say: Open your Activity Books at page 51.
Look at Activity 11.
Ask: What can you see in the picture?
SS: A cuckoo clock. T: Yes, thats right, but its only part
of a cuckoo clock.
Tell the children to complete the other part of the cuckoo
clock as carefully as they can and with as much detail
as possible. When they have finished the cuckoo clocks,
tell the children to choose a time and to draw it on the
clock. Ask for volunteers to show their clocks to the rest
of the class and to say: Look! Its (4) oclock!
Lets play!
Whats missing?
The children get into pairs and each child
puts six key vocabulary pop-outs face
up on the table. Each child looks at their
partners pop-outs for a while. Then, one
of the children closes their eyes while the
other one takes one of the pop-outs away.
The child with their eyes closed then opens
their eyes and has to say which pop-out
is missing. The winner is the person who
gets it right most times by the time you tell
them to stop.
Resources
DVD
Unit 6, Real kids
Teachers Resource Book
Unit 6, DVD worksheet, page 14
Ready to read worksheet, page 58
217
Lets remember!
Say: Today we are going to remember all the work we have
done in Unit 6.
Say: Do you remember The days of the week song?
(Track 2.8, page 201). Lets sing it again.
The children sing the song. Use the flashcards to remind
Optional Activity Book
the children of the activities we do at different times of the exercises
day. Hold up the flashcards and ask: When do we (do our See page 221.
homework)? SS: In the evening.
Ask the children questions like: Is it dark when you do your
homework in the winter? What about in the summer?
Draw a mountain shape on the board (similar to the one on
page 52 of the Students Book). Draw the sun low in the
sky to the left-hand side of the mountain. Say: Look. This is
the position of the sun in the morning. Draw the sun high in
the sky just to the right of the mountain. Ask: Is it morning,
Round up
afternoon or evening now? SS: Afternoon. Then, draw the Draw a timetable on the board. Along the top, write the
sun low in the sky to the left of the mountain and repeat the days of the week from Monday to Sunday. Down the side,
question. Ask: What about at night? Can you see the sun write the hours of the day from 8 oclock until 10 oclock at
at night? SS: No. T: What can you see? SS: The moon and night.
the stars. The children ask and answer questions about the timetable
using the days of the week and the times of day.
Ask: When do you have breakfast on Monday? SS: At (8)
Work with the book oclock. Continue asking about the meal times, when they
Students Book, page 52, Activity 10 play, when they watch television and when they go to bed.
Point out the different times these activities take place at
The children open their books at page 52. the weekends.
Show the children the stickers in the middle of the book.
The children find and stick the stickers for Unit 6. Collect the childrens books and correct their work.
Correct the activity by asking the children to name the
stickers that they have placed.
218
mornin@ aternoo>
evenin@ nigh
11
Monday Tuesday Wednesday Thursday Friday saTurday sunday
Model answer
Lesson 8
10 Complete the picture with the stickers.
11 Complete the diary with the stickers of the days of the week; then complete the sentences.
Objective: Assessment.
52
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13
night two
white
shoe nine
blue glue
write
Lesson 8
12 Match the clocks with the text; then trace over the number words.
13 Match and colour the words that sound the same.
52
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Activity Book
Page 52, Activity 12 Resources
Draw a clock on the board as you did in lesson 6. Ask Multi-ROM
a child to come to the board and give them the clock Unit 6, Activity 4
hands. Ask for volunteers to read out the sentences.
Teachers Resource Book
The child at the board has to place the clock hands in
Unit 2, Test, pages 79 and 80
the corresponding position. Repeat with different times
and different children.
Tell the children to read the sentences from their books See Transcript Track 2.14
and to match them with the corresponding clocks.
One.
Its 10 oclock. Its bed time.
Two.
Its half past eight. Its breakfast time!
Lets play!
Three.
Whats missing? Its a quarter to seven. Its dinner time!
Mime a word or action. The children try to
guess the word or action. The child who Four.
guesses it can mime the following word or
Its a quarter past four. Its tea time.
action. Repeat several times.
ASSESSMENT CRITERIA
CLIL Objective
Children distinguish between day and night, darkness
and light, and associate them with daily routines.
Children can recognise the parts of the day, sequence
the days of the week and have learnt how to tell the
time.
221
222
Lesson 1
1 Listen and point to the animals you hear; then circle the forest animals in green
and the farm animals in red.
CLIL Objective: Classifying wild and farm animals.
53
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Lesson 1
1 Classify the animals and write more words.
53
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225
CLIL Objective
Point to the word leftovers and explain that this is the food
Understanding that we look after farm animals. that we throw away.
Curricular link: Science; Maths Play Track 2.16. The children listen and match the food to
the animals. Check the activity by asking: What do cows
eat? SS: Hay. Repeat with the other animals.
Language Objectives
Vocabulary: cow, sheep, pig, chicken, horse, donkey,
dog, cat, hay, grain, leftovers
Structures: How many (cows) are there? What do
they eat?
Transcript
Track 2.16 Activity
Resources: CD; poster (side A); pop-outs
See page 229.
Work with the book Tell the children to look at the farm animals on page 54.
Draw two columns on the board. Say: We eat meat, dont
Students Book, page 54, Activity 2 we? So we eat animals.
Say: Open your books to page 54. Say: Look at the picture Ask volunteers to come to the board. They write the names
of the farm. How many (donkeys) are there? of the animals we eat in the first column and the names of
SS: (Three). Do the same with the other animals. the animals that we dont eat in the second column. Ask:
Ask for volunteers to ask the questions. What else do we eat? Do we eat hay? SS: No!
S1: How many (pigs) are there? SS: (Two). S2: How many T: Do we eat grain? SS: Yes.
(sheep) are there? SS: (Four).
Tell the children to count the animals and to write the *Note: Some children may not associate grain with flour or
numbers in the boxes. rice, so you need to explain that people eat grain, but not
Check the activity by asking the children: How many raw grain - we eat it in bread, biscuits and cereal. All of
(donkeys) are there? these types of food are made with grain.
Students Book, page 54, Activity 3 Collect the childrens books and correct their work.
Tell the children to look at the pictures of the food in their
books. Write the following words on the board: hay, grain
and leftovers.
Ask: Do you remember which animals eat hay?
Point to the word grain and explain that this is small seeds.
Ask: Can you think of an animal that eats grain? Encourage
the children to guess.
226
3 4 2 9 2 3 2 4
3 cow horse
chicken pig
shee donkey
Lesson 2
2 Count the animals on the farm and write the numbers.
3 What do the animals eat? Listen and match the food with the animals.
CLIL Objective: Understanding that we look after farm animals.
54
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N
K
6
2
E
C Y 3
H O R S E S
4
4
I H
5
C E
K E
E P I G S 5
5
N
6
C O W S
3 1 Chicen ea grai>.
2 Pig ea letover.
3 Doney , hore , cow
an se ea ha.
Lesson 2
2 Use the pictures to complete the crossword.
3 Complete the sentences with the words from the crossword.
54
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Resources
Teachers Resource Book
Extension worksheet 1, page 35
229
230
17 2
18 2
Lesson 3
19 2
4 Classify the pop-outs with the animals and glue them in place.
CLIL Objective: Recognising the products we obtain from farm animals.
55
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20 2
woo
leathe
5
1 W ge fro . T F
2 W ge fro . T F
3 W ge fro . T F
4 W ge fro . T F
5 W ge fro . T F
6 W ge fro . T F
Lesson 3
4 Match the objects with the materials.
5 Read the sentences and circle (T) true or (F) false.
55
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Activity Book
Resources
Page 55, Activity 4
DVD
Say: Open your Activity Books at page 55. Look at
Unit 7, Real Kids
Activity 4.
Ask for volunteers to name the objects that they can Teachers Resource Book
see. Then, hold up the wool and leather flashcards. Real Kids worksheet, page 15
Ask: Do we make socks from wool or leather?
SS: Wool!
Repeat with the other objects. Point out that there are
two objects that can be made with either of the two
materials: the coat and the gloves.
Tell the children to match the objects with the materials.
Lets play!
Guess
Show the children several flashcards and
place them in a box or bag. Then, take out
one of the flashcards (without letting the
children see it) and tell the children to try to
guess which one it is.
The child who guesses correctly takes out
the following flashcard. Continue playing
until all the flashcards have been taken out
of the box or bag.
233
2 3
4 5
Lesson 4
5 Listen to the story.
CLIL Objective: Literacy: analysing information critically.
56
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Lesson 5
6 Listen, repeat and point to the pictures; then match the pictures with the same sound.
CLIL Objective: Literacy: phonics.
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236
PHONICS
Transcript
Retell the story Track 2.18 Phonics
See page 241.
Continuous assessment
Children can name the food animals eat. Optional Activity Book
exercises
Show the children the poster and ask: Do you remember See page 241.
the story?
You can also use the story cards. The children can order
them according to the order in the story.
Ask questions about the pop-outs to help the children
remember the story. Ask: Do (cows) eat (leftovers)?
SS: No. T: What do (cows) eat? SS: (Cows) eat (hay).
Repeat with the other animals and food.
Play Track 2.17. The children listen to the story. Act out the story
Play Track 2.17 again. The children join in with: Come on
(chickens)! Eat your food! Eat it up! Its good for you! Divide the class into groups of five. Assign a character or
animal to each child.
Play Track 2.17 again. The children join in with their
Work with the book corresponding parts.
Tell the groups to close their eyes. Play a part of the story
Students Book, page 57, Activity 6 at random. The children have to tell you which picture is
Clap your hands to ensure that the children are watching being described.
you. Ask for volunteers to come forward to enact the story. Use
Write the letters er several times on the board. the recording if necessary.
Point to the letters as you say: er... er... er... girl. Repeat
several times. Articulate the /er/ sound very clearly. Collect the childrens books and correct their work.
Remember not to voice the r sound with your tongue.
The children repeat: er... er... er... girl.
Repeat with skirt and bird.
Write the letters air several times on the board.
Point to the letters as you say: air... air... air... hair. Repeat
several times. Articulate the /air/ sound very clearly by
smiling as you say it.
237
Than yo!
Lesson 4
6 Help Dotty answer the questions and trace over words.
56
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239
leg.
. Look, nurs, some
. bird an thirst gir.
.
8
. shirt squar circle bird chai girl
. nurse pea skirt hai thirsty
31
.
. gir shirt skirt thirsty circl nurs bird
.
41
squar hai chai pea
Lesson 5
7 Match the sentences with the pictures.
51
8 Write the missing words; then say the words.
57
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61
Activity Book
Resources
Page 57, Activity 7
Multi-ROM
Say: Open your Activity Books at page 57. Unit 7, Phonics
Look at Activity 7.
Ask a child to read out the first sentence. Make sure
they pronounce the same vowel sound for the following
words: theres, chair, square.
Lets play!
Find your family
Say a sound. Tell the children to point to an
object in the classroom that starts with the
same sound or which has that sound
within the word. Repeat several times with
different sounds.
241
Language Objectives
Vocabulary: bees, fly, collect, drink, put, nectar, honey,
hive
Structures: present simple: They... Transcript
Resources: CD Track 2.19 The buzzy bee song
Materials: a jar of honey, plastic spoons (1 per child)
See page 245.
242
1
5
2
Lesson 6
9
7 Sing The buzzy bee song; then listen and number the pictures.
CLIL Objective: Finding out about bees.
13
58
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1
10
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9 11
Hone bee hav go 6 leg, 5 eye an
4 wing. How man leg, eye an wing
hav 10 bee go?
60 leg, 50 eye an 40 wing.
Ther ar 6 side o> eac honeycomb cel.
How man side ar ther o> si cell?
36 side.
Hel th hone be fin th flowe.
12
10
hiv hone flower tree bee
Be fl to th tree an
th flower . The drin necta fro th
flower . The> the fl bac to th hiv .
The pu th necta i> th hiv . W ge
hone fro th hiv .
Lesson 6
9 Solve the problems.
10 Complete the text and read it out loud.
58
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Activity Book
Page 58, Activity 9 Lets play!
Say: Open your Activity Books at page 58.
Look at Activity 9. Lets solve the maths problems. Stick it on
Tell the children to look at the picture of the bee. Tell the children to stick their key
Ask a child to read out the description. Write the names vocabulary pop-outs on a piece of paper
of the parts of the body on the board, including how or on a piece of card. Next to each pop-
many of each thing there are: 6 legs, etc. out, the children write the corresponding
Then, ask: So, if 1 bee has got 6 legs, how many legs word and say which animal it comes from.
have 10 bees got? SS: 60. Once they have finished the activity, ask a
Tell the children to calculate the parts of the body of 10 few children to show their work to the rest
bees and to write the numbers in their books. of the class and to read out the infomation.
Correct the activity by asking: How many (wings) have
10 bees got?
Ask the children if they can notice a pattern as they are
multiplying by ten. Show them that in order to multiply
by ten, they need to add a zero.
Explain that a honeycomb is formed of hexagonal wax
cells (with six sides). Ask: So how many sides are there
on 6 cells?
Ask a child to come to the board to write the sum they Resources
need to do in order to solve the problem: 6 x 6 = 36.
Explain that they can find the answer to this sum or they DVD
can count the sides of the picture. Ask: Which way is Unit 7, The buzzy bee song
quicker?
Teachers Resource Book
Tell the children to trace the route from the bee to the
Ready to write worksheet, page 101
flower.
245
246
9
Wha do cow ea? Cow ea ha.
13
Wha do w ge W get mil,
Lesson 7
fro cow? mea, leathe...
8 Make a scrapbook.
9 Talk about your scrapbook.
CLIL Objective: Making a farm animal scrap book.
59
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14
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11
12
13
Lesson 7
11 Colour the food we get from animals.
14
12 Find and circle the odd one out.
10
59
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11 15
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UNIT 7 LESSON 7 OPTIONS
Activity Book
Resources
Page 59, Activity 11
Teachers Resource Book
Say: Open your Activity Books at page 59. Look at the Extension worksheet 2, page 36
picture in Activity 11. Tell the children to colour the items Ready to read worksheet, page 59
of food that we get from animals.
Tell them to be careful as not all the types of food come
from animals.
Correct the activity by asking the children to name the
food that comes from animals: meat, chicken, milk,
yogurt, sausages, cheese and honey.
Tell the children to name the food that does not come
from animals: carrots, beans, chips, rice and oranges.
Lets play!
Which one?
Put some flashcards on the board.
Describe one of the flashcards. The
children have to guess which one it is. The
child who guesses correctly can describe
the following flashcard. Continue until all
the children have had a go at describing a
card.
249
CLIL Objectives
Assessment. Optional Activity Book
Curricular link: Science exercises
See page 253.
Language Objectives
All the vocabulary for Unit 7.
Resources: flashcards; stickers
Round up
BUSY MINDS
Call out the names of animals, including the following: bird,
Lets remember! cow, fish, rabbit, sheep, frog, donkey, tiger, pig, monkey,
chicken, snake, elephant, parrot, dog, mouse, turtle, cat,
Say: Today we are going to remember all the work we have horse. The children clap their hands when they hear a farm
done in Unit 7. animal.
Ask: Do you remember the farm animals and the forest Call out the name of products that we obtain from animals.
animals? Tell me the animals that live on the farm (cows, Say: Milk! Where do we get milk from? SS: Cows/Sheep!
donkeys, horses, pigs, chickens, sheep). Ask: Do you
remember the different sounds the animals make? Ask Collect the childrens books and correct their work.
volunteers to make the animal noises and the rest of the
class tries to guess the animal.
Then, ask: Do you remember what the animals eat?
Ask: Do donkeys eat grain? SS: No. T: What do donkeys
eat? SS: Donkeys eat hay. Continue with other animals.
Ask: What do we get from (cows)? SS: We get (milk,
cheese, yogurt, butter, meat and leather) from (cows).
Practise with all the flashcards.
250
Model answer
11
1 Cow ea ic crea.
No, the do>! Cow ea ha .
2 Chicken ea sausage.
No, te do>! Chicen ea grai> .
3 Horse ea sardine.
No, te do>! Hore ea ha .
4 Donkey ea mea.
No, te do>! Doney ea ha .
5 Shee ea cak.
No, te do>! Se ea ha .
6 Pig ea ric puddin@.
Ye, the do! Pig ea everythin@!
Lesson 8
13 Correct the sentences.
60
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Activity Book
Resources
Page 60, Activity 13
Multi-ROM
Say: Open your books at page 60. Look at Activity 13. Unit 7, Activity 4
Read out the first sentence. Act surprised and say: No,
they dont! Cows eat hay! Teachers Resource Book
Ask volunteers to read out the other sentences and to Unit 7 Test, pages 81 and 82
correct them.
Tell the children to correct the sentences in their books.
Correct the activity by asking the children to read out
the pairs of sentences.
Transcript
Track 2.20. Unit 7 Test. Activity 1
253
254
Lesson 1
1 Listen and number the characters; then circle all the means of transport.
CLIL Objective: Identifying different types of transport.
61
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bu ca bik boa
Lesson 1
1 Circle the same types of vehicle with the same colour.
61
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Resources
Multi-ROM
Unit 8, Song
257
CLIL Objective
Discovering how people travel to school.
Optional Activity Book
Curricular link: Geography; Maths exercises
See page 261.
Language Objectives
Vocabulary: by bus/train/car/bike, on foot
Structures: How do you come to school? How do you
go home? I come to school by (car). I go home on foot.
Resources: flashcards of the means of transport
Practice
GETTING TO SCHOOL
Continuous assessment
Presentation
Children can name means of transport.
Say: Today we are going to talk about how we come to
school and go home.
Take out the flashcards of the different means of transport, Make a chart on the board similar to the one on page 62
place them on the board and ask the children to name the of the Students Book, but with enough boxes for all the
vehicles. children.
Place the flashcards on the board in a row. Point to Ask the children to come to the board in pairs to colour
children individually and ask: Do you come to school by in the boxes for themselves. They should say: I come to
train? S1: No! T: Do you come to school by car? S1: Yes! school by (bus). I go home (on foot) as they are colouring in
Then, point to other children and ask: How do you come to the boxes.
school? S1: I come to school on foot. Sum up the results. Ask: How many children come to
Tell the children to come and stand in a line in front of the school by (bus)? Tell the children to include you as they
means of transport they use. write the number at the bottom of the column.
Ask: How many children come to school by (bus)? Count Repeat with the other means of transport and the other
the children in the line and say: (Ten) children come to question.
school by (bus). Repeat with the other means of transport. Ask the children to help you sum up: So,... (15) children
Point out that there are some means of transport that come to school by (bus).
nobody uses to come to school: nobody comes to school
by plane because we live near. Collect the childrens books and correct their work.
258
9 13
14
10
4
11 15
b bu b trai> b ca b bik o> foo
KEY
How do you com to schoo? =
How do you go hom? =
12 Lesson 2
16
2 Colour the chart for yourself; then ask nine friends and colour the chart.
CLIL Objective: Discovering how people travel to school.
62
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trai> bik bu
ca foo
Model answer
5
3
Lesson 2
2 Match the words and the pictures.
3 Circle the correct word and complete the sentences.
62
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Activity Book
Page 62, Activity 2
Resources
Say: Open your Activity Books at page 62. Multi-ROM
Look at Activity 2. Unit 8, Activity 2
Tell the children to name the types of transport that they
can see in the pictures.
Tell the children to match the pictures with the words.
Lets play!
Hot hands
Play this game as a way of revising words
from the same semantic field. Draw four
hands on the board. Assign a subject to
each hand, for example: jobs, the family,
clothes, etc. Divide the class into two
teams and give each child a number (1-12)
so that each child has a partner in the
other team. Say a word and a number.
The child who puts their hand on the
corresponding big hand on the board
first gets a point. The team with the most
points at the end of the game is the winner.
261
pop-outs face down and turn over three cards each time
CLIL Objective trying to make sets. If they have made a set, they describe
Identifying public transport what they have and keep the set. If not, they return the
pop-outs face down to their original places. The child who
Curricular link: Geography has the most sets at the end of the game is the winner.
Tell the children to work in pairs and to play the transport
Language Objectives game.
Vocabulary: plane, train, bus, ferry, airport, bus stop, Students Book, page 63, Activity 4
train station, port, water, road, railway line, sky
Say: Now look at Activity 4.
Structures: We get the (bus) at the (bus stop). We
Tell the children to choose two sets of pop-outs and to glue
travel on the (road).
them in their books to make sentences.
Resources: poster (side A); flashcards; students Before they glue their pop-outs in place, ask volunteers to
pop-outs read their sentences out loud. Correct the sentences.
Materials: glue
262
Iv go th plan,
th airpor Youv go
an th sk. se.
Model answer
4
1 W ge th a th .
W trave .
2 W ge th 9
a th .
W trave .
Lesson 3
3 Use the pop-outs and play the transport game.
4 Complete the sentences with the pop-outs.
CLIL Objective: Identifying public transport.
63
10
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1 Th ca i o> th roa.
2 Th trai> i o> th railwa.
3 Th err i o> th rive.
4 Th pla> i i> th sk.
63
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Activity Book
Page 63, Activity 4 Lets play!
Say: Open your Activity Books at page 63. Show and tell
Look at Activity 4.
Tell the children to look carefully at the picture and to Tell the children to choose a key
ask questions: Can you see a (road)? SS: Yes! vocabulary pop-out. Each child describes
T: What vehicle travels on the road? SS: A car. their card to the rest of the class. For
Repeat with the other elements and vehicles. example: It is a car. Its red. It goes on the
Tell the children to draw the vehicles in the road. Encourage the children to include
corresponding places. as many details as possible in their
Then, tell the children to complete the sentences. description.
Ask for volunteers to read out their sentences and
correct the activity.
265
31 9
1
41
01
2 3
51 11
4 5
61 21
Lesson 4
5 Listen to the story.
CLIL Objective: Literacy: anticipation.
64
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9
6
01
7
11
8
21
Lesson 5
6 Listen, repeat and point to the pictures; then match the pictures with the same sound.
CLIL Objective: Literacy: phonics.
65
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CLIL Objective
Transcript
Anticipating events in a story.
Track 2.23
Curricular link: Literacy Story: The Twiggles and the train
See page 271.
Language Objectives
Story language: The train is closer. Warn the driver.
Danger! Stop the train. Stop the train! Ive got an idea! Optional Activity Book
Join-in language: The train is closer. Warn the driver. exercises
Danger!; Stop the train.
See page 271.
Resources: CD; poster (side B); story pop-outs
268
CLIL Objective
Literacy: aw (four, wall, walk) / ar (arm, car, path)
Transcript
Track 2.24 Phonics
Curricular link: Literacy (Phonics)
See page 273.
Resources: CD; poster (side B); story pop-outs; story
cards
269
4 3
1 2
9
Lesson 4
6 Number the pictures.
7 Circle the correct solution to the problem.
64
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271
9
1 Daw f ou smal ball o> wal.
Lesson 5
8 Use coloured pencils and match the pictures with the same sound.
9 Complete the sentences; then choose one and draw a picture.
65
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Lets play!
Sound posters
Write the letters of the sounds that you
have studied on a piece of continuous
paper. Tell the children to do pictures of
the objects that contain these sounds
and to stick the pictures next to the
corresponding letters. They can also
stick photos of classmates whose names
contain those letters or sounds.
Variation: Individually, children can prepare
a sound mural on a piece of card.
Resources
Multi-ROM
Unit 8, Phonics
273
Say: Now listen to the song again and number the pictures.
CLIL Objective Play Track 2.25 again. The children number the pictures in
their books.
Understanding the rules for road safety.
Tell the children to look at the pictures again and ask: Can
Curricular link: Social Science you see anything dangerous?
On the board, draw a picture of the children crossing
Language Objectives between two cars. Draw a line through the picture and say:
Thats dangerous!
Vocabulary: zebra crossing, traffic light, green/red Tell the children to find the dangerous situations and to
man, left, right, cross draw a red line through them.
Structures: Cross the road! Dont cross the road!
Resources: CD
ROAD SAFETY
Transcript
Presentation Track 2.25
The cross the road song
Say: Today were going to sing a song about road safety.
Draw a road on the board. Then, draw a zebra crossing See page 277.
and several cars on the road. Ask the children: Where is it
safe to cross the road? Here? (point to a place where there
is no zebra crossing), Here?, etc. Ask a child to come to Optional Activity Book
the board to show you a place where it is safe to cross the
road. exercises
Write the words zebra crossing next to the zebra crossing See page 277.
and say: This is a zebra crossing. Its safe to cross the road
here.
Then, draw a car close to the zebra crossing and ask: Is it
safe to cross now? SS: No!
Say: Thats right. Look left! Then, look right! If there is
nothing coming, cross the road. Practice
Say: Show me your left hands! Now look left! Show me
Draw a map of your immediate neighbourhood showing
your right hands! Now look right! Check that the children
the school and the roads around the school. Ask: Are
know the difference between left and right and correct
there any zebra crossings near our school? Are there any
them when necessary.
pedestrian crossings?
Then, draw a traffic light at each end of the zebra crossing.
Explain that zebra crossings have no lights, and pedestrian
Draw a picture of a man like the ones on the pedestrian
crossings have traffic lights.
crossing lights. Say: I can cross the road when this man
Tell the children to come to the board to mark on the map
is... SS: Green! T: Thats right! Green man, cross the road!
the different zebra crossings and pedestrian crossings in
Then, say: I cant cross the road when this man is...
their corresponding positions.
SS: Red! T: Thats right! Red man, STOP!
Ask the children if they would like to have more zebra
Play Track 2.25. The children listen to the song.
crossings. Ask them where they would like to have them.
Play Track 2.25 again. The children join in by singing along
Make sure that the children understand that even when we
to the song.
use a zebra crossing or a pedestrian crossing, we still have
to look and cross carefully.
Work with the book
Collect the childrens books and correct their work.
Students Book, page 66, Activity 7
Say: Open your books to page 66.
Tell the children to look at the pictures on the page.
Say: Cross the road at the traffic light! Can you find the
picture? Tell the children to look for the picture and to point
at it with their finger.
274
6 5 9
3 2 4
Lesson 6
7 Sing The cross the road song; then number the pictures and draw a red line
across the dangerous pictures.
CLIL Objective: Understanding the rules for road safety.
66
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41
10 Complete the song.
66
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51
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UNIT 8 LESSON 6 OPTIONS
Activity Book
Page 66, Activity 10
Resources
Say: Open your Activity Books to page 66.
DVD
Unit 8, The cross the road song
Look at Activity 10.
Say: Lets see if we can remember the song. Teachers Resource Book
Start reading out the text and stop when there is a blank Ready to read worksheet, page 60
space. Tell the children to call out the missing words.
Tell the children to use the words at the top of the page
in order to complete the song.
Ask for volunteers to read out the lines from the song.
Transcript
Track 2.25
The cross the road song
277
CLIL Objective
Optional Activity Book
Making road signs.
exercises
Curricular link: Geography See page 281.
Language Objectives
Vocabulary: red, green, stop, go, right, left, zebra
crossing
Structures: Look left! Dont run!
Materials: scissors, white card, coloured paper, Display the project
lollipop sticks, sticky tape, white chalk
Preparation: Make road safety signs to show the
Continuous assessment
class.
Children can describe how to cross a road safely.
278
3 4
9
Re ma>. Sto.
Loo righ.
Lesson 7
8 Make road safety signs.
9 Draw a zebra crossing and play a road safety game.
CLIL Objective: Making road signs.
67
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12
13
Lesson 7
11 Match the tracks with the vehicles.
12 Find and colour the letters; then read the message.
67
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14
10
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UNIT 8 LESSON 7 OPTIONS
Activity Book
Page 67, Activity 11 Lets play!
Say: Open your Activity Books at page 67.
Look at Activity 11.
Colours
Ask: How many wheels are there on a bus? SS: Lots of Think of an object that has one distinct
wheels! T: And on a car? SS: Four wheels! T: And on a colour. Say: I spy with my little eye
bike? SS: Two wheels! something green. Tell the children to try to
Then, ask: Are the wheels on a bus big or small? Repeat guess what the object is. For example:
with the other two means of transport. S1: A green pencil?; S2: A green book?
Tell the children to match the tyre tracks with the means The first child to guess the object thinks of
of transport. the next object.
281
CLIL Objectives
Assessment. Optional Activity Book
Curricular link: Geography
exercises
See page 285.
Language Objective
All the language for Unit 8.
Resources: flashcards, stickers
Materials: a slip of paper per child
Preparation: Make sets of words: bus, road, bus Round up
station; plane, sky, airport; train, railway line, train Play Find your partner.
station; ferry, water, port. Give each child a slip of paper with a word from the ones
you have prepared. Tell the children to make groups of
threes by associating the means of transport with the
element of the landscape on which it travels and its
BUSY MINDS terminal, for example: bus, road, bus station. Once all
the children are in groups, ask them to summarise their
Lets remember! collective information: We travel by bus. We get the bus at
Say: Today we are going to remember all the work we have the bus stop and we travel on the road.
done in Unit 8.
Ask: Do you remember the different means of transport? Collect the childrens books and correct their work.
Tell me some means of public transport (plane, train,
ferry, bus). Ask: Do you remember any means of private
transport? (bike, car). If necessary, use the flashcards
so the children remember the words. Then, ask: Do you
remember the different ways we can come to school?
Who comes to school by (bus)?
Ask: Where do we get a bus? SS: At the bus stop.
Repeat with the other means of transport.
Ask: Do you remember the Cross the road song? Lets
sing it again. (Track 2.25. See page 277.)
The children sing the Cross the road song.
282
bu sto por
Model answers
11 I go to m grann hou
b ca
I go to t par
o> foo
th librar m frien hous th bu sto
m grann hous th par th shop
Lesson 8
10 Complete the pictures with stickers and trace over the words.
11 Complete the sentences with words from the box and stickers.
Objective: Assessment.
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14 b plan.
to schoo b trai>.
to m granda hous b ca.
I go to th shop b bu.
to m frien hous b boa.
to th park b bik.
o> foo.
15
ca oo
scar walk
ar bal
Lesson 8
13 Classify the transport.
14 Match the columns to make sentences; then trace over the words.
15 Complete the words.
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Page 68, Activity 15 Track 2.31. Unit 8 End of Year Test. Activity 1
Say: Now look at Activity 15.
Tell the children to name the objects in the first list: car,
Listen and match the characters to the places in the
scarf, arm.
Repeat with the other list. school.
Tell the children to complete the words. Narrator: Wheres Flo?
Copy the lists on the board and tell the children to come Teacher: Well done, Flo! You can jump very well.
forward to complete the words. Narrator: Wheres Dotty?
Tell the children to correct any spelling mistakes. Dotty: (quite loudly) Excuse me, Miss...
Librarian: Shhh! Speak quietly, Dotty.
Dotty: (whispering) Sorry, Miss. Can I have a book
about animals, please?
Lets play! Narrator: Wheres Stretch?
Stretch: Can I have ten sausages, please?
What is it? Lunch supervisor: (laughing) Alright, Stretch.
Ask a volunteer to come forward and give Narrator: Wheres Smiley?
them a flashcard. Tell them to mime the Teacher: Smiley! Come to the board and write the
word on the flashcard. The rest of the class
days of the week, please.
tries to identify the flashcard.
The child who identifies it correctly mimes Smiley: Yes, Miss!
the following flashcard. Continue playing
until all the children have had a turn.
ASSESSMENT CRITERIA
CLIL Objective
Resources Children can identify all means of transport and
Multi-ROM distinguish between public and private transport and
understand the road safety rules.
Unit 8, Activity 4
Teachers Resource Book Language Objectives
Unit 8, Test pages 83 and 84 Children can name all the means of transport, and can
See Transcript Track 2.26 reply to questions on how they go to and return from
End of year Test pages 85, 86 and 87 school. They can give instructions on road safety.
See Transcript Track 2.31
285
Presentation
Explain that at this time of the year children celebrate Optional Activity Book
Halloween. Ask the children if they are doing anything
special for Halloween in their other classes. Write the word
exercises
Halloween on the board. Write the following words under See page 289.
the heading: Halloween pumpkin, ghost, spider, cat, bat,
witch and monster. Ask for volunteers to come to the
board. They choose a word and do a drawing of it
underneath.
Hold up your book and point to the children. Say: Lets
learn a Halloween song. Round up
Play Track 2.27.
Play Track 2.27 again. Tell the children to listen carefully Sing The Halloween song again.
and to shout out Halloween.
286
2 A Halloween decoration
17 21
18 Lesson 1
1 Sing The Halloween song.
2 Make a Halloween decoration.
22
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19 23
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1
69
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Halloween Transcript
Activity Book Track 2.27 The Halloween song
289
CLIL Objective
Learning all about Christmas. Transcript
Track 2.28 The Christmas song
Language Objectives See page 293.
Vocabulary: Christmas tree, bells, stars, angels,
tinsel, balls, candles, snowmen, holly, lights, decorate,
Santa, Happy Christmas! Optional Activity Book
Resources: CD exercises
See page 293.
Presentation
Write 25th December on the board. Ask the children if they
know what day this is. Tell them that it is Christmas day.
Explain that we will all be on holiday for Christmas day, but Round up
we are going to learn a Christmas song and do some
activities. Sing The Christmas song again.
Draw a Christmas tree on the board. Say: Lets decorate
the Christmas tree. Draw a bell next to it and say: This is a Collect the childrens books and correct their work.
bell. Ask three children to come to the board to draw two
bells each on the tree.
Repeat the process with the following things: angel, ball,
Christmas day (25th December) is when children
candle, star, snowman, holly and light.
receive their presents. Christmas Eve is not a public
Draw a line of tinsel zigzagging across the tree. Say: This is
holiday and, generally speaking, children go to bed
tinsel.
early to wait for Santa. The day after Christmas Day is
Say: Lets learn a Christmas song.
Boxing Day (26th), which is a public holiday. Christmas
Play Track 2.28. Point to the objects on the tree as they
celebrations have many similarities and some special
are mentioned.
regional or national differences.
Christmas vocabulary: Santa Claus, tinsel, star,
Work with the book Christmas card, bell, Christmas tree, carol, chimney,
Rudolph the red-nosed reindeer, sleigh, stocking,
Students Book, page 70, Activity 1 present, angel
Say: Open your books at page 70.
Play Track 2.28 again. The children listen and point to the
objects on the tree. Then, they listen again. The children
join in by singing along to the song.
Tell the children to identify the little pictures at the bottom
of the tree.
Ask: How many bells are there? Count them.
Tell the children to write the number in the box next to the
picture. Repeat the procedure for the other pictures.
290
9
3
11 7 5
8
14
13
10 11
16
Lesson 1
1 Sing The Christmas song; then count the decorations and write the numbers.
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11
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1 2
Lesson 1
1 Match the presents with the children; then colour the picture.
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Christmas Transcript
Lesson 1 Track 2.28 The Christmas song
Activity Book
Lets decorate the Christmas tree,
Page 70, Activity 1
With bells and stars and angels!
Say: Open your Activity Books at page 70. Lets decorate the Christmas tree,
Look at Activity 1. With tinsel, balls and candles.
Point to Santa and ask: Whos this? SS: Santa!
Lets decorate the Christmas tree,
Ask for volunteers to read the letters.
Tell the children to find the presents and to match them With snowmen, holly and lights.
to the children. Lets decorate the Christmas tree,
Tell the children to colour the picture. Ask questions Because Santa comes tonight!
about the completed pictures: What colour is the (car)?
293
CLIL Objective
Learn about a popular, family festival: Christmas. Optional Activity Book
exercises
Language Objectives See page 297.
Vocabulary: Christmas tree, bells, stars, angels, tinsel,
balls, candles, snowmen, holly, lights, decorate, Santa,
Happy Christmas!
Materials: card, lollipop stick, felt-tip pens, cotton,
scissors, glue
Preparation: Make a book mark to show the class.
294
17
4 5 6
21
13
3
18 22
14
2
19 23
1 3
Lesson 2
2 Make a snowman book mark.
3 Play Secret Santa.
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20 15
24
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2
Lesson 2
2 Draw a line through the maze. Draw the star on the top of the Christmas tree.
Colour and decorate the tree.
3 Find and circle the odd one out.
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Christmas
Lesson 2
Activity Book
Page 71, Activity 2
Say: Look at Activity 2 on page 71.
Point to the picture of the Christmas tree. Say: We need
to draw a star on the top. Tell the children to use their
fingers to trace the route through the maze to the top of
the tree. Once they are sure of the route, they can draw
over it with a crayon. They also draw a star at the top.
297
Presentation
Write the word Easter on the board and draw an
Easter egg next to it. Ask the children if they know which
festival they are going to celebrate soon. Explain that
Transcript
Easter Sunday is not on the same day every year. Ask if Pista 2.29 The Easter song
anyone knows which day it is this year. Write the date on
the board. See page 301.
Put your hands on top of your head and say: Easter Bunny
has got two big ears. Write the word ears on the board.
Point behind you and say: Easter Bunny has got a fluffy Optional Activity Book
tail. Write the word tail on the board. Point to your nose
and say: Easter Bunny has got a small pink nose. Write the
exercises
word nose on the board. Point to your feet and say: See page 301.
Easter Bunny has got four big feet. Write the word feet on
the board. Point to your teeth and say: Easter Bunny has
got big white teeth. Write the word teeth on the board.
Play Track 2.29. Point to the words as they are
mentioned. Tell the children to point to the corresponding
part of their body. Round up
Sing The Easter song again.
Work with the book
Students Book, page 72, Activity 1
Easter is celebrated on a different day each year. To
Say: Open your books to page 72. Look at the pictures.
calculate when Easter will be, find the first full moon
Play Track 2.29 again. The children look and point at the
after 20th March. Easter Sunday is the following
pictures. Then, play the recording again. The children sing
Sunday.
along to the song.
Easter vocabulary: Easter egg, Easter Bunny, basket
Tell the children to colour the eggs in the Easter Bunnys
basket.
298
22
23
2
1 2 3
Lesson 1
24
1 Sing The Easter song; then colour the Easter eggs.
2 Make an Easter card.
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10 9 8 7 6
5 4 3 2 1
Lesson 1
1 Colour the picture.
2 Find and count the things in the picture. Write the numbers.
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Easter Transcript
Activity Book Track 2.29 The Easter song
301
CD 1 CD 2
Unit 0 Unit 5
1.1. The hello song 2.1. Activity
1.2. The number chant 2.2. Activity
2.3. Activity
Unit 1 2.4. Story: Smiley is a fussy eater
1.3. Activity 2.5 Phonics
1.4. Activity 2.6 The five a day song
1.5. Activity 2.7. Unit 5 Test. Activity 1
1.6. Activity
1.7 Story: In the library Unit 6
1.8. Phonics 2.8. Activity
1.9. The school song 2.9. Activity
1.10. Unit 1 Test. Activity 1 2.10. The days of the week song
2.11. Story: The cuckoo clock
Unit 2 2.12. Phonics
1.11. Activity. 2.13. Activity
1.12. Activity. 2.14. Unit 6 Test. Activity 1
1.13. The tree song
1.14. Activity Unit 7
1.15. Story: Flos new autumn hat 2.15. Activity
1.16. Phonics 2.16. Activity
1.17. Unit 2 Test. Activity 1 2.17. Story: Dotty feeds the animals
2.18. Phonics.
Unit 3 2.19. The buzzy bee song
1.18. Activity 2.20. Unit 7 Test. Activity 1
1.19. The I can do it song
1.20. Activity Unit 8
1.21. Story: The Christmas song 2.21. Activity
1.22. Phonics 2.22. Activity
1.23. Unit 3 Test. Activity 1 2.23. Story: The Twiggles and the train
2.24. Phonics
Unit 4 2.25. The cross the road song
1.24. The building song 2.26. Unit 8 Test. Activity 1
1.25. Song activity
1.26. Activity Festivals
1.27 Story: A river adventure 2.27. The Halloween song
1.28. Phonics 2.28. The Christmas song
1.29. Activity 2.29. The Easter song
1.30. Unit 4 Test. Activity 1 2.30. Diagnostic Test. Activity 1
2.31. End of year Test
302
es a very smelly,
bear from a
the park. She
home and washes
he smells very
At night, in the
John Foley
y lies frightened
gging Smellybear.
r tells her to jump
and run to the
use something is
appen!
COLEC CIN
FREE CD INSIDE
ISBN: 978-84-668-1040-1
9 78846 6 81040 1
arillo Negro
ISBN 978-950-46-3094-4
2012 Ediciones Santillana, S. A. 1. Enseanza de Ingls. 2. Libro del Docente. I. Scott, Katharine
Leandro N. Alem 720 II. Ttulo.
C1001AAP Buenos Aires, Argentina CDD 420.7
ISBN: 978-950-46-3094-4
The publishers would like to thank all those who have contributed to the development of this course, in particular:
Ana Ferrer Ferrer, Eva Gonzlez Garca, Daniel Ramrez Herra, Ana Rosiol Lluch, Amalia Luque Surez, Mara
Prez, Francisca Rufin Martos, Beatriz Rodrguez Martn Gins Olivares Fernndez, Alberto Borrejn Ramos, M
Jess lvarez Prado, Sofa Ortiz Collado, Casilda Tortosa Prez-Ojeda, Mnica Soldevilla Vitoria, Esperanza
Bujanda, Merc Oller Campdelacreu, Ana Isabel Ramos Aguilar, Santiago Pozuelo Ordez, Almudena Martn
Rojero
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Este libro se termin de imprimir en el mes de noviembre de 2012, en en Artes Grficas Integradas, William Morris
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